
Qass_JBl 



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COPYRIGHT DEPOSIT. 



"A workman that needeth not to be ashamed." 

lesion of itonor 

{Eeacijer draining 

Hes&ott* 



•* 



X | 

H. M: HAMILL, D.D. 



By 



Revision of 1914 
WITH 50 BLACKBOARD LESSON DRILLS 

INTERNATIONAL 



■lilON OF HONOR 



K^JBto^ 



ONE VOLUME 

Part One: Twenty-five Bible Studies 
Part Two: Twenty-five S. S. Studies 



Published by 
THE W. B. JACOBS COMPANY 

8 So. Dearborn Street 
CHICAGO 



Price: Strong Manila Binding, 25c net; $3.00 perdoz., 
postpaid. Cloth Bound, 40c net; $4.80 per doz., postpaid, 



Copyright, 1914, by H. M. Hamill. 



1 ,5^ 



The "Iiegion of Honor" Itessons. 


PART ONE. 


Twenty-five Bible Studies from the Old and New 


Testaments. 


OUTLINB 


op Studies. 


OLD TESTAMENT. 


NEW TESTAMENT. 


1. Old Testament Books. 


13. New Testament Books. 


1 0. T. Geography. 
8. 0. T. History. No. 1. 
4. 0. T. History, No. 2. 


14. The Holy Land. 

15. The Holy City. 

16. The Holy Temple. 

17. Historic Plaoes. 


5. The Mosaio Code. 


18. Life of Christ. 


6. The Mosaic Ritual. 


19. Last Days of Christ. 


7. Jewish Institutions. 


20. Doctrines of Christ. 


8. Jewish Sects. 


21. The Great Teacher. 


9. 0. T. Prophecies. 


22. The Great Apostle. 


10. 0. T. Doctrines. 


23. Early Christian Church. 


11. History of the Bible. 


24. Christian Evidences. 


12. Claims of the Bible. 


25. Bible Summary. 


PART TWO. 


Twenty-five Studies on Sunday School Principles 


and Methods. 


Outline of Studies. 


Thb School. 


13. The Review. 


1. S. S. History. 


14. Principles of Teaching. 


2. S. S. Organization. 


15. Methods of Teaching. 


3. S. S. Grading:. 


16. The Teachers' Meeting. 


4. 8. S. Officers. 


17. S. S. Pastoral Work. 


6. S. S. Management. 


The Soholab. 


6. S. S. Discipline. 


18. Scholar's Attendance. 


7. S. S. Program. 


19. Scholar's Home Study. 


8. Modern S. S. Methods. 


20. Scholar's Giving. 


The Thacher. 


21. Spiritual Culture. 


0. Sunday School Pastor. 


22. Child Study Principles. 


10. S. S. Teachers. 


23. Child Teaching. 


11. Lesson Study. 


24. Child Training. 


12. The Recitation. 


25. The Child Life. 


THE W. B. JACOBS CO., Publishers 


8 S. Dearborn Street - Chicago, III. 



JUN -8 1914 

GCLA3T4381 



®fje "Heston of i>onor" He&Song 



INTRODUCTORY. 

Under the agreement entered into in 1908 
between the Committee on Education of the 
International Sunday School Association and 
the Teacher-Training officers and leaders of 
the various Sunday-school Associations and 
the Denominations of the International field, 
all teacher-training courses were to be revised 
to meet the standards as fixed by this con- 
ference of leaders. To this end the Legion 
of Honor course has been made to conform 
to the International requirements as a "First 
Standard Course," and is herewith submitted 
to its host of students in many States and 
Provinces and as an official text in some of 
the denominations. 

In the revision of the Course it has been 
deemed best for the convenience of students 
to place all lessons in one book; the twenty- 
five Bible studies constituting "Part One," 
and the twenty-five Sunday-school studies 
"Part Two." 

The Bible Lessons have needed slight re- 
vision, though they have stood the severe test 
of more than fifteen years' use by many 
thousands of students. While in all mooted 
Biblical matters these lessons have followed 
largely the traditional view of the General 
Church, and have passed over in silence op- 
posing views for the sake of the young people 
who are students of the Course, the author 
begs to admonish these students that many 
things in the field of Bible criticism, espe- 
cially as relating to authorship and chro- 
nology, are yet unsettled, and the best an 
elementary course can do is to use one set 
of opinions and leave to the maturer study 
of the student the questions of doubt. 

Of the twenty-five Sunday-school studies 
of the Course, eight are upon the School, in- 



2 The Legion of Honor 

eluding new lessons on history, organization 
and grading; nine are upon the Teacher and 
his work; eight are upon the Pupil, includ- 
ing three new lessons on child study. The 
use of the word "scholar' instead of "pupil" 
is retained throughout the book, as applied 
to a pupil of any grade, and as commonly 
used throughout the Sunday-school world. It 
is a case of the proverb that "custom makes 



INTERNATIONAL TEACHER-TRAINING 
STANDARDS. 

Adopted by leaders of American churches 
in January, 1908, and confirmed by action of 
International Committee on Education and the 
Convention of 1908 at Louisville, Ky. 

First Standard Course. 

1. Should include fifty lesson periods, of 
which at least twenty should be on the Bible, 
and at least seven each on the Sunday-school, 
the Teacher, and the Pupil. 

2. In no case should International or 
other diploma or recognition be granted for 
completion of this course in less than one 
school year of forty weeks. 

3. Examinations in writing and a passing 
standard of at least 70 per cent required. 

Note. — The "Legion of Honor" Course is 
an "Approved First Standard Course." 

Advanced Standard Course. 

1. Should include not less than 100 lesson 
periods, with a minimum of forty lesson 
periods on the Bible, and ten each on the 
Pupil, the Teacher, the Sunday-school, Church 
Histor}'-, Missions or kindred themes. 

2. In no case should diploma or recogni- 
tion be granted for completion of this course 
in less than two school years of forty weeks 
each. 

3. Examinations in writing, and a passing 
standard of at least 70 per cent required. 

The text books to be of approved college 
grade. 



Teacher Traixixg Lessons. 



Blackboard Outlines. 

In this and future editions of the "Legion 
of Honor" Lessons will be found 50 "Black- 
board Drills" or outlines, one for each lesson 
of the book. These "Drills" condense and 
summarize the lessons, and make it easier for 
the teacher of a training class to lead and for 
the class to follow. The "Drills" do not in- 
clude every detail of the lessons, only the lead- 
ing points ; but they help to recall even minor 
matters. After every six lessons of the book 
follow the six Drills upon these lessons, and 
both teacher and students are urged constantly 
to compare the lesson and its corresponding 
Drill and to use the Drills invariably on a 
blackboard in all class work. 

How to Use the Drills. 

Take, for example, Drill 1, (after page 
20), on the "Old Testament Books." Call out 
from the class in order, the 4 Sections of the 
Drill, viz. : "Classification," "Writers," "When," 
and "Why Written," and write each neatly on 
the blackboard. Then take up the first sec- 
tion, "Classification," and draw from the class 
all points included in that section. So from 
section to section proceed accurately, then 
erase and call up, by rapid review and drill, 
the entire lesson, until the class can easily fit 
the Drill to the lesson and recite in order the 
lesson point by point, and from memory re- 
write on the board the Drill. 



INDEX 

Part One — Bible Studies. 

Lesson 1. Old Testament Books Page 6 

" 2. Old Testament Geography " 8 

" 3. Old Testament History No. 1. 44 11 

" 4. Old Testament History No. 2. " 14 

" 5. The Mosaic Code " 17 

" 6. The Mosaic Ritual " 19 

Blackboard Drills, 1 to 6. 

" 7. Jewish Institutions " 21 

8. Jewish Sects " 23 

" 9. Old Testament Prophecies " 25 

" 10. Old Testament Doctrines " 27 

" 11. History of the Bible " 29 

" 12. Claims of the Bible " 31 

Blackboard Brills, 7 to 12. 

" 13. New Testament Books " 33 

" 14. The Holy Land " 36 

" 15. The Holy City " 38 

" 16. The Holy Temple " 40 

" 17. Historic Places " 42 

44 18. Life of Christ 44 45 

Blackboard Brills, 13 to 18. 

44 19. Last Days of Christ 4 ' 48 

44 20. Doctrines of Christ " 50 

44 21. The Great Teacher " 52 

44 22. The Great Apostle 44 54 

44 23. Early Christian Church 4< 56 

44 24. Christian Evidences 44 58 

Blackboard Drills, 19 to 24. 

44 25. Bible Summary 44 60 

Part Two — Sunday School Studies. 

Lesson 1. Sunday School History Page 64 

44 2. Sunday School Organization. 44 67 

44 3. Sunday School Grading " 70 

44 4. Sunday School Officers " 73 

44 5. Sunday School Management.. " 75 

44 6. Sunday School Discipline " 77 

Blackboard Brills, 1 to 6. 

44 7. Sunday School Program 4< 79 

44 8. Modern S. S. Methods " 81 

44 9. The Sunday School Pastor... " S3 

44 10. Sunday School Teachers " 85 

44 11. The Lesson Study " 87 

44 12. The Recitation " 89 

Blackboard Brills, 1 to 12. 

44 13. The Review " 91 

44 14. Principles of Teaching 44 93 

44 15. Methods of Teaching 44 95 

44 16. The Teachers' Meeting 44 97 

" 17. Sunday School Pastoral Work 44 99 

" 18. The Scholar's Attendance.... 44 101 

Blackboard Brills, 13 to 18. 

44 19. The Scholar's Home Study... 44 103 

" 20. The Scholar's Giving " 105 

44 21. Spiritual Culture 44 107 

44 22. Child Study Principles " 109 

44 23. Child Teaching 44 111 

44 24. Child Training " 115 

44 25. The Child Life " 118 

Blackboard Drills, 19 to 25. 



Teacher Training Lessons. 



PART ONE. 



Twenty -five Bible Studies from 
the Old and New Testaments. 



The Legion of Honor 
BIBLE STUDIES. 



Number One. 



Old Testament Books. 

I. Classification. 
The Old Testament contains 39 books, indi- 
cated thus — O-l-d, 3; T-e-s-t-a-m-e-n-t, 9=39. 
The modern classification, as in the New Tes- 
tament, is the "Historical, Doctrinal or Devo- 
tional, and Prophetic," as follows : 1. Seven- 
teen historical books, from Genesis to Esther, 
the first five of which are known as "the Law" 
or "Pentateuch;" 2. Five doctrinal or devo- 
tional books — Job, Psalms, Proverbs, Ecclesi- 
astes, Song of Solomon ; 3. Seventeen pro- 
phetic books, in two groups of five and twelve, 
known respectively as the "Major" and "Minor 
Prophets." 
n Historical. 

Mosaic -G. E. L. N. D.— 5. 
Later— J. J. R. 1-2 S. 1-2 K. 1-2 C. E. N. E.-12. 
5 Doctrinal— J. P. P. E. S.— 5. 
27 Prophetic. 

Major— I. J. L. E. D.— 5. 

Minor— (Memory Key)— Ho. Jo. Am. 

—Ob. Jo. Mi. Na. 
—Ha, Ze. Ha. Ze. Ma. 

II. Writers. 

The following is generally received: 

Historical Books. — The Law or Pentateuch 
by Moses ; Joshua by Joshua ; Judges and Ruth 
by Samuel ; I Samuel to II Chronicles, inclu- 
sive, by Samuel, Nathan, Shemaiah, Gad, Iddo, 
Jeremiah and other annalists — the whole com- 
piled and edited by Ezra the scribe; Esther by 
Ezra or Mordecai probably. 

Doctrinal Books. — Job by Moses, Psalms by 
David and others ; Proverbs, Ecclesiastes, and 
Song by Solomon. 

Prophetic Books. — Lamentations by Jere- 
miah. All other books by those whose names 
they bear. 

III. When Written. 

The books may be assigned to five definite 
periods : 

B C 
1491 1096 976 " 606 536 397 

I I ■ I I 

7 books. 8 books. 8 books. 8 books. 8 books. 



Teacher Training Lessons. 

1st Period— 1491 to 1096 B. C, Moses to Saul— Job. 
Pentateuch, Joshua— 7. 

2nd Period— 1096 to 976, Saul to Division of Kingdom 
—Judges. Ruth, 1-2 Samuel, Psalms, Pro- 
verbs, Ecclesiastes, Song of Solomon— 8. 

3rd Period -Tib to 606, Division to Captivity of 
Judah— Jonah.Joel, Amos, Hosea, Isaiah. 
Micah. Nahum, Zephaniah— 8. 

4th Period— 606 to 536, Captivity in Babylon- 1-2 
Kings, Obadiah, Jeremiah, Lamenta- 
tions, Habakkuk, Ezekiel, Daniel— 8. 

5th Period— 536 to 397. Captivity to Close of Pro- 
phecy— 1-2 Chronicles, Ezra, Nehemiah, 
Esther, Haggai, Zechariah, Malachi— 8. 

IV. Why Written. 

HISTORICAL BOOKS. 

I. The Pentateuch is the history of man from 
Creation to the Conquest of Canaan, with spe- 
cial reference to the Jewish theocracy. 2. 
Joshua to I Samuel is a history of the Jewish 
nation under its fifteen Judges. 3. I Samuel 
to Esther, inclusive, is a history of the Jewish 
nation during its forty-two Kings and the 
Captivity. 

DOCTRINAL BOOKS. 

Job exhibits God's special providence ; Psalms 
is a manual of daily devotion; Proverbs is a 
manual of daily conduct; Ecclesiastes declares 
the vanity of worldly pleasures and pursuits ; 
The Song of Solomon allegorizes the blessings 
and beauties of true religion. 

PROPHETIC BOOKS. 

Of the Greater Prophets: 1. Isaiah is fitly 
called the gospel prophet from his many Mes- 
sianic prophecies. 2. Jeremiah (his Lamenta- 
tions included) was the weeping prophet of 
the Captivity, foretelling the doom of Babylon 
and the Jewish return. 3. Ezekiel and Daniel 
the "universal" or political prophets, predict- 
ing the rise and fall of successive Gentile 
empires until the final restoration of Israel 
and universal reign of Christ. 

The Lesser Prophets collectively foretell: 1. 
The destruction of Assyria, Chaldea, Edom, 
Nineveh, Ethiopia, etc. 2. The impending doom 
of the Jewish nation. 3. Its final restoration. 
d. The advent and kingdom of Christ. 



The Legion of Honor 



BIBLE STUDIES, 



Number Two. 



Old Testament Geography. 



I. Distance Circle. 

Showing direction and distance from Jeru- 
salem. 



'*A 









/ 



too 



U / 




Teacher Training Lessons. 



II. Countries. 

From a point 100 miles south of modern 
Cairo, in Egypt, draw one line 1,200 miles 
east, another 800 miles north, and complete 
the parallelogram. Within this area is in- 
cluded the Old Testament countries, the initial 
letters below indicating their relative positions 
and distances. 



_. ___p 

s§ (DA 



it 

e § 



8 

8 (7)S [3)M (8) A (9)M 



(4) C (2) C (10) JP 



(S)E(6)A 

n 



.1.200 Miles. 



Key to Map. (1) Armenia, where Noah's 
Ark rested, on Mt. Ararat. (2) Chaldea, 
birthplace of Abraham, and reputed site of 
Eden. (3) Mesopotamia, the land of Abra- 
ham's sojourn. (4) Canaan, the land of 
promise. (5) Egypt, the land of Hebrew 
bondage. (6) Arabia Petrcea, the land of the 
Wilderness. (7) Syria, Israel's chief border 
enemy. (8) Assyria, the land of the captivity 
of the Ten Tribes. (9 and 10) Media and 
Persia, the liberators of the captives of Judah 

III. Geography. 

Position. — I. At the junction of Asia, Africa 
and Europe. 2. In longitude, 30 degrees to 50 
degrees east, in latitude 30 degrees to 40 de- 
grees north, parallel with the States between 
Indianapolis and New Orleans. 3. In extent, 
an area 1,200 miles long, 800 broad, including 



10 The Legion of Honor 

nearly 1,000,000 square miles, equal to about 
one-third of the United States or less than a 
third of Canada. 

Surface. — 1. Armenia, Syria, Canaan and 
Arabia, mountainous. 2. Media, Persia and 
Assyria, extensive plateaus. 3. Mesopotamia, 
Chaldea and Egypt, plains and valleys of ex- 
traordinary fertility. 

Waters. — 1. At the four corners (see map), 
the Red, Black and Caspian seas, and the Per- 
sian Gulf. 2. On the west, for 400 miles, the 
Mediterranean or "Great Sea." 3. In Canaan 
the Dead Sea and Sea of Galilee. 4. The Ti- 
gris and Euphrates rivers, rising in Armenia, 
enclosing Mesopotamia and Chaldea, uniting 
and emptying into the Persian Gulf. 5. The 
Jordan, on the eastern border of Canaan, and 
the Nile flowing north through Egypt into the 
Mediterranean. 

IV. History. 

Ten Great Kingdoms rose in succession from 
this land, or became its foreign rulers : 1. 
Chaldea, mother of nations, Ur its capital. 2. 
Egypt, Memphis the capital. 3. Phenicia, 
Tyre the capital. 4. Israel, Jerusalem the cap- 
ital. 5. Assyria, Nineveh the capital. 6. Me- 
dia, Ecbatana the capital. 7. Babylonia, Baby- 
lon the capital. 8. Persia, Shushan or Susa, 
the capital. 9. Macedonia, under Alexander 
the Great. 10. Rome, under Augustus Caesar. 

Ten Scriptural Ftaces of historic note, in 
chronological order, are: 1. Babel, in Chaldea, 
the scene of the Dispersion. 2. Idumea, re- 
puted home of Job. 3. Shechem, thirty miles 
north of Jerusalem, where God covenanted 
with Abraham. 4. Goshen, near the mouth of 
the Nile, the scene of Hebrew bondage. 5. 
Sinai, in Arabia, where the Mosaic Law and 
Tabernacle were instituted. 6. Gaza, capital of 
Philistia. 7. Tyre, capital of Phenicia. 8. 
Hebron, twenty-five miles south of Jerusalem, 
first Jewish capital. 9. Jerusalem, the perma- 
nent capital. 10. Samaria, capital of the Ten 
Tribes, after the division. 



Teacher Training Lessons. 



11 



BIBLE STUDIES. 



Number Three. 



Old Testament History No. 1. 

[Creation to Exodus.] 



Note — Ussher's chronology, as a good working basis only, 
is used throughout this course. 



Chronological Circle. 

(From Adam to Christ; each Quadrant 1,000 
years.) 




12 The Legion of Honor 



The Six Periods. 

The Old Testament is the oldest and most 
reliable book of ancient history. Primarily, 
it gives the sacred record of the chosen lineage 
and nation of Christ; incidentally, the most 
important events of contemporaneous secular 
history. Its history is grouped naturally about 
six great periods, as follows : 

1. Probation. — The period from the Crea- 
tion to the Deluge, commencing with the fall 
of Adam and closing with the failure of the 
human race. 

2. Preparation. — The period from the Del- 
uge to the Exodus, tracing the movements of 
Providence towards the formation of the 
chosen nation. 

3. Conquest. — The period from the Exodus 
to the Monarchy, during which the Jewish 
nation fought its way into possession of the 
"Land of Promise." 

4. Power. — The period from the Coronation 
of Saul, the first king, to the Division of the 
Kingdom after the death of Solomon, the 
period of greatest extent and prosperity. 

5. Decline. — The period from the Division 
of the Kingdom to the Captivity of Judah 
and the loss of national liberty, the result of 
idolatrous worship and civil dissension. 

6. Servitude. — The period from the Cap- 
tivity of Judah to the Birth of Christ, and be- 
yond to the final extinction of Jewish nation- 
ality, forty years after the death of Christ, 
during which Persia, Greece and Rome were 
successive foreign rulers. The events of this 
period are taken in part from secular history. 

I. Period of Probation. 

Time — From the Creation, 4004, B. G, to 
the Deluge, 2348, B. C. — 1,656 years. 

Place — North and east of the River Eu- 
phrates. 

Events — 1. The Creation, in six days. 2. 
The Fall of Man and his expulsion from Eden. 



Teacher Training Lessons. 13 

3. The succession of antediluvian Patriarchs, 
in eleven generations, from Adam to Shem. 

4. The translation of Enoch, who "walked 
with God." 5. The warnings of Noah for 100 
years, followed by the Deluge, from which 
Noah's family alone was saved. 

Persons — 1. Adam, the first man. 2. Enoch, 
the first prophet. 3. Methuselah, the oldest 
patriarch. 4. Noah, the builder of the Ark. 

Note that the lives of three patriarchs — 
Adam, Methuselah and Shem — extend con- 
temporaneously from the Creation to Isaac, 
more than 2150 years. Adam was contempo- 
rary with Methuselah 243 years; Methuselah 
with Shem 100 years ; Shem with Abraham 
150 years, and with Isaac 50 years. Thus 
easily and accurately might have passed the 
story of the Creation. 

II. Period of Preparation. 

Time — From the Deluge, 2348 B. C, to the 
Exodus, 1491 B. C— 857 years. 

Places — The Valley of the Euphrates, Ca- 
naan and Egypt 

Events — 1. The Dispersion at Babel in Chal- 
dea, the beginning of diverse nationalities. 

2. The call of Abraham out of Ur of Chaldea. 

3. The sojourn of Abraham, Isaac and Jacob 
in Canaan, 2,000 years before Christ. 4. The 
descent into Egypt of Jacob and his family at 
the call of Joseph, his son, chief minister of 
Pharaoh. 5. The 250 years of Egyptian bond- 
age, closing with the ten great plagues and the 
exodus from Egypt, the real beginning of the 
Jewish nation. 

Persons — 1. Nimrod, grandson of Ham, re- 
puted builder of Babel. 2. Melchizedec, King 
of Salem, or Jerusalem, the friend of Abra- 
ham. 3. Abraham, Isaac, Jacob and Joseph, 
honored as the fathers of the Jewish Nation. 

4. Pharaoh, ruler of Egypt. 
Contemporaneous — The successive monar- 
chies of Chaldea or Babylonia, Assyria anrl 
Egypt. 



14 



The Legion of Honor 



BIBLE STUDIES. 



Number Four. 



Old Testament History, No. 2. 

[Exodus to Christ.] 



Chronological Circle. 

(From Adam to Christ; each Quadrant 1,000 
years.) 




Teacher Training Lessons. 15 

III. Period of Conquest. 

Time — From the Exodus, 1491 B. C, to the 
Hebrew Monarchy, 1096 B. C. — 395 years. 

Place — Northern Arabia and Canaan. 

Events — 1. The institution of the Jewish 
civil and ceremonial law at Sinai. 2. The 
forty years' wanderings in the Wilderness by 
the Jewish nation. 3. The entrance into 
Canaan under Joshua in 145 1 B. C. 4. The 
partial conquest of Canaan in twenty-five 
years, during which conquered lands were 
allotted to the Twelve Tribes. 5. The suc- 
cession of the fifteen Judges, closing with 
Saul, the first King. 

Persons — 1. Moses, the organizer and law- 
giver of the Jewish nation. 2. Aaron, his 
brother, the head of the ecclesiastical system. 
3. Joshua, successor to Moses and conqueror 
of Canaan. 4. Deborah, Gideon, Jepthah 
and Samson, greatest of the Judges. 5. Sam- 
uel, last of the Judges and first of the great 
national Prophets. 

Contemporary History — Founding of Greece, 
the Trojan War, Homer. 

IV. Period of Power. 

Time — From the coronation of Saul, 1096 
B. C, to Division of Kingdom, 976 B. C. — 
120 years. 

Place — The Jewish Kingdom, extending 
from the River Euphrates to the Mediterra- 
nean, and from Syria to Egypt. 

Events — 1. Defeat and death of Saul at 
Gilboa by Philistia. 2. David's capture of 
Jerusalem from the Jebusites, and removal 
thither of the tabernacle and capital. 3. 
David's victories over Philistia, Moab, Syria, 
Edom and Ammon. 4. Solomon's temple 
erected on Mt. Moriah. 5. Solomon's idol- 
atry, and revolt of the Ten Tribes. 

Persons — 1. Saul, David and Solomon, the 
three greatest kings of the Jewish nation, 
each reigning forty years. 2. Nathan, the 
prophet. 3. Hiram, King of Tyre, Solo- 
mon's ally. 

Contemporary History — Athenian "Ar 
chons," "Heraclidse" of Corinth, Samos and 
Smyrna. 



16 The Legion of Honor 

V. Period of Decline. 

Time — From the Division of the Kingdom, 
976 B. C, to the Captivity of Judah, 606 B. C. 
370 years. 

Places — Canaan, Assyria, Babylonia. 

Events — 1. Israel's idolatrous worship at 
Dan and Bethel. 2. Invasion of Judah by 
Shishak, king of Egypt. 3. Defeat of 
Ethiopia, Philistia and Arabia by Asa and 
Jehoshaphat, kings of Judah. 4. Siege of 
Samaria, the capital of Israel, by Benhadad, 
king of Syria. 5. Captivity of the Ten 
Tribes by Sargon, king of Assyria. 6. Mir- 
aculous destruction of Sennacherib's Assyrian 
army in the reign of King Hezekiah of Judah. 
7. Destruction of Jerusalem and captivity 
of Judah by Nebuchadnezzar of Babylon. 

Persons — Judah's good kings were : Asa, 
Jehoshaphat, Joash, Amaziah, Uzziah, Jotham, 
Hezekiah and Josiah. Israel's nineteen kings 
were all evil. 2. The chief prophets in suc- 
cession were Elijah, Elisha, Jonah, Amos, 
Hosea, Isaiah and Jeremiah. 

Contemporary History — Carthage founded; 
Nineveh destroyed. 

VI. Period of Servitude. 

Time — From the Captivity of Judah, 606 
B. C, to Birth of Christ, 4 B. C— 602 years. 

Place — Canaan, now called Judea. 

Events — 1. Restoration of Judah after sev- 
enty years of captivity, in 536 B. C. 2. Dedi- 
cation of the Second Temple, 516 B. C. 3. 
Reforms and rebuilding under Ezra and Ne- 
hemiah, beginning 458 B. C. 4. The close 
of prophecy under Malachi and end of Old 
Testament history. 

Persons — 1. Jeremiah, Ezekiel, Daniel, 
prophets of the Exile. 2. Cyrus the Great, 
deliverer from captivity. 3. Ezra and Nehe- 
miah, the reformer and the restorer of Judah. 
4. Judas Maccabeus, the Asmonean libera- 
tor. 5. Herod the Great, first of the usurp- 
ing Herodian line. 

Contemporary History — The three great 
empires of Persia, Macedonia and Rome, in 
succession. 



Teacher Training Lessons. 17 

BIBLE STUDIES. 



Number Five. 



The Mosaic Code. 

I. Characteristics. 

The Mosaic Code, as contained in the Pen- 
tateuch, has certain great characteristics 
which distinguish it from every other system 
of law. i. Its author was God, and it is the 
most ancient written law. 2. It centers all 
authority directly in the will of the Supreme 
Being. 3. It is both negative and positive, 
seeking not only to restrain vice, but to incul- 
cate, as great national virtues, piety, patriot- 
ism, hospitality, humanity, etc. 4. Though, 
designed immediately for the Jewish nation, 
its principles are universal and permanent. 

Only its chief laws are here given. 

II. Constitutional. 

1. The government was a federation of 
tribes for national purposes, each tribe obey- 
ing its own elders, or judges, within its own 
borders. 2. The ruling power was essentially 
theocratic, God being the true civic as well 
as spiritual head. 3. Executive authority 
was vested in a hereditary priesthood with 
ecclesiastical jurisdiction only, and in the 
"princes of the congregation" who were the 
political chiefs of the tribes. 4. The judiciary 
consisted of seven local judges in each city, 
and a supreme national judiciary known as 
"the Seventy," appointed by the people. 5. 
In later time, a king with powers limited to 
taxing one-tenth, to compelling service and 
declaring war. 

III. Civil. 

Laws of Property. — 1. All land to be the 
property of God alone, its occupants as 
tenants merely. 2. Land sold to revert to 
original owner at the Jubilee or fiftieth year, 
redemptive at all times. 3. Every family 
(except Levites) freeholders. 4. All debts 



18 THx. Legion of Honor 

cancelled every seventh year. 5. Interest not 
to be taken of Jews. 

Laws of Taxation. — i. A poll tax (half 
shekel) for use of public worship. 2. A tenth 
of all produce (not compulsory) for main- 
tenance of Levites and priests. 3. A second 
tenth to be spent in charities and religious 
feasts. 4. First fruits of corn, oil and wine, 
usually one-fortieth, for the priests. 5. First 
born of man and beasts, in part redeemable. 

Laws of Humanity. — 1. The land to rest 
the seventh year, for use of the poor. 2. 
The poor to be allowed the gleanings of field 
and vineyard. 3. The second tenth to be 
given chiefly to the poor. 4. Pledges as 
pawns or mortgages not to be exacted of the 
poor. 5. Kindness a sacred duty to foreign- 
ers, strangers, and to brutes. 
IV. Criminal. 

I. Capital crimes, punishable by stoning 
to death, after accusation by at least two wit- 
nesses, and trial by judge, with right of ap- 
peal, were : Against God — idolatry, witch- 
craft, false prophecy, blasphemy, Sabbath- 
breaking; against man — murder, death by 
negligence, adultery, incest, rape, kidnap- 
ping, persistent disobedience to parents, or 
to judges. 2. False witness, punished by 
lex talionis. 3. Theft, by fourfold, some- 
times double restitution. 4. Assault, by lex 
talionis, or damages. 5. Trespass, by resti- 
tution or damages. 

V. Moral. 

This is commonly known as the Decalogue, 
or Ten Commandments. 1. The first four 
commandments define our relations and 
duties toward God, the last six our duties 
toward man. 2. It is the germ of all other 
Jewish laws, and indeed of all Christian and 
modern systems. 3. Its essential principle 
was defined by Christ as loving God with all 
the heart, and one's neighbor as oneself. 4. 
The gospel fulfills rather than abrogates the 
decalogue, regarding the spirit more than the 
mere letter of the commandments. 5. Christ 
explicitly re-enacted the ten commandments. 



Teacher Training Lessons. 19 

BIBLE STUDIES. 



Number Six. 



The Mosaic Ritual. 

The Mosaic Ritual included the laws of 
the Sacrifice, of the Priesthood, and of the 
Purifications. 

I. The Sacrifice. 

i. The usual order of sacrifice was for the 
sacrificer to lay his hands upon the head of 
the victim as a sign of confession of his guilt 
and of the transfer of the death penalty from 
himself to the offering; then to slay the sac- 
rifice with his own hands, the officiating priest 
sprinkling the blood upon the altar. 2. The 
insufficiency of the many Mosaic sacrifices 
was attested by their "being offered year by 
year continually" as a figure that gifts and 
sacrifices "could not make him that did the 
service perfect, as pertaining to the con- 
science." 

The kinds of sacrifice, in the only order in 
which they were permitted to be offered, 
were as follows : 

1. The Sin-offering, a slain animal, symbol- 
izing by the shedding of innocent blood as 
atonement for the sin of the sacrificer. 

2. The Trespass-offering, a slain animal, 
offered for infraction of a divine law or for 
trespass against man, typifying the Christian 
believer's cleansing from sin. 

3. The Burnt-offering, a slain animal, 
wholly burned on the altar, typifying self- 
consecration of body and soul by the sac- 
rificer. 

4. The Peace-offering, usually a slain ani- 
mal, part being offered by burning to God, 
part eaten by priest and sacrificer, as typify- 
ing communion and fellowship with God. 

5. The Meal-offering, vegetable, offered as 
an expression of praise, thanksgiving, or 
charity. 

II. The Priesthood. 
As the sacrifice expressed the need of atone- 
ment, the priesthood represented the need of 



20 The Legion of Honor 

mediation. i. The earliest priests were 
princes and heads of families, their eldest 
sons succeeding. Moses set aside for the 
Jewish priesthood the house of Aaron. 2. 
The priests were to be not less than 
thirty years old, without physical or mental 
defect, abstainers from strong drinks, distinc- 
tively appareled, and exclusively engaged in 
the priestly office. 3. The chief duty of the 
priests was to offer sacrifice for their own 
sins and for the sins of the people, conduct- 
ing the regular temple service in alternate 
terms of one week to each of the twenty-four 
priestly courses. 4. One-tenth of the incomes 
of the people was given to the Levites, who in 
turn gave one-tenth to the support of the 
priests. In addition there were many per- 
quisites and a priestly residence. 5. The im- 
perfection of the priesthood was in the fact 
that they were themselves sinful and mortal, 
and could represent at best in their persons 
only the human side of mediation. Christ 
as the great High Priest, abiding forever, one 
with God and man, and without sin, united 
in Himself the perfect qualities demanded in 
priest, sacrificer and sacrifice. 

III. The Purification. 
As a symbol of separateness or holiness to 
God, certain ceremonial purifications were 
ordained, the purification of the Jew finding 
its counterpart spiritually in the sanctifica- 
tion of the Christian. Chief among these 
rites were: 1. The frequent ceremonial wash- 
ings of priests and people as a sign of the 
putting away of sin. 2 The distinction be- 
tween clean and unclean flesh for food, teach- 
ing that the body is to be nourished only for 
the purity of the soul. 3. The purification of 
women in child-bed as a sign of the sin in- 
hering in our very natures. 4. Purifications 
from contact with unclean animals, persons, 
garments, houses, etc., signifying holiness in 
daily living. 5. The solemn ceremony of 
cleansing from leprosy, a disease reckoned 
generally among the Jews as the great type of 



BLACKBOARD DRILLS, LESSONS 1 TO 3. 



Drill 1. Old Testament Books. 



I. Class. 
l.His«.17.|I;awS. 12 
2. Dev, 5. 

Name books. 



II. Writers. 
Hist. 10 writers. 
Dev. 3 
Proph. 16 " 
Name writers. 



III. When Written. 
1st P. Moses to Saul. 7 books. 
2nd P. Saul to Div., 8 

3rd P. Div. to Capt. 8 " 
4th P. Captivity 8 " 

5th P. Capt. to Close, 8 " 
Name periods. 

IV. Why Written. 

1. Hist.— Theoc, Judg., Kins. 

2. Dev.— Prov.. Cond,. Pleas., 

Relig. 

3. Proph.— Mess., Israel, Other 

Nations. 
Name points. 



Drill 2. Old Testament Geography. 
I. Distance Circle. III. Geography. 

Name Places, Position-Long. , Lat. ,_Ext. 



Give Dist. and Direc. 



H. Countries. 
Draw Map. 
Place and Name. 
10 Countries— 

A.. C. M., C, E. 

A., S„ A., M.. P. 



Surface— Mts., Plat.. Val. 
Waters— 6 Seas. 3 Rivers. 
Name them. 

IV. History. 

10 King.— C. E., P., I., A. 

M.. B..P.. M..R. 
10Places-B., I., S.. G.. S. 

G.. T., H., J.. S. 

Name all. 





Drill 3. Old Testament History. 




First Half. 
Six Periods. I. Probation. 


1. 

2. 

3. 


Prob. 
Prep. 
Conq. 


4 p ow Time— When? 
5* Dec' Place— Where? 
6.' Serv. 6 Events. 
4 Persons. 
Name them. 
II. Preparation. 
Time— When? 
Place— Where? 
5 Events. 
7 Persons. 
Name them. 



BLACKBOARD DRILLS, LESSONS 4 TO 6 



Drill 4. 


Old Testament History. 




Ldst Half. 


III. Conquest 


V. Decline. 


Time-^When? 
Place— Where? 
5 Events, 
5 Persons. 

Name them. 


Time— When? 
Place— Where? 

7 Events, 

8 Kings. 7 Prophets. 

Name them. 


IV. Power. 


VI. Servitude. 


Time — When? 
Place— Where? 
5 Events. 
5 Persons. 

Name them. 


Time — When? 
Place— Where? 
4 Events. 
8 Persons. 

Name them. 



Drill 5. 

I. Character. 

Author — (Authority. 
Neg. and Pos. 
Univ. and Perm. 

II. Constitutional. 

Pedera. Theoc. Priest. 
Princes. Judges 7 and 70. 
King. 



Mosaic Code. 

III. Civil. 

5 Laws of Prop. 

5 Laws of Tax. 

5 Laws of Humanity. 

IV. Criminal. 

5 Cap. Crimes against God. 
S Cap. Crimes against Man. 
4. Lesser Crimes against Man. 



V. Moral. 

1st 4 Comm. — God. 
Last 6 Comm.— Man. 
Name them. 



Drill 6. 


Mosaic Ritual. 




I. Sacrifice. 




II. Priesthood. 




Order. 

(Sin. 

1 Trespass. 
Kinds < Burnt, 
Peace. 
Uieal. 




6 Qualifications? 
2 Duties. 
One-tenth income. 
Imperfections. 
Name them. 




III. Purification. 




Washings, Food, Childbirth. 

Unclean Contact — Leprosy. 

Define them. 





Teacher Training Lessons. 21 

BIBLE STUDIES. 



Number Seven. 



Jewish Institutions. 

I. Ecclesiastical. 

i. The Altar. — (a) This was the most 
ancient place of worship, (b) It served for 
sacrificial uses, or to commemorate events, 
(c) It was usually of earth or rough stones. 

2. The Tabernacle. — (a) It consisted of a 
house or tent, fifteen by fifteen by forty-five 
feet, facing the east, divided into the holy 
place and the holy of holies, and enclosed by 
a court. (b)It was the center of Jewish wor- 
ship for nearly 500 years, until supplanted by 
the temple. 

3. The Temple. — (a) Solomon dedicated the 
first temple 1004 B. C. (b) It stood for 400 
years ; was destroyed by Nebuchadnezzar, re- 
built seventy years later by Zerubbabel, great- 
ly enlarged and beautified by Herod the Great, 
and finally burned by the Roman general, 
Titus, A. D. 70. 

4. The Hierarchy. — (a) The priests were 
the higher, the Levites the lower order of 
Jewish ministers. (b) The former offered 
sacrifices, conducted public worship, and taught 
the people. The Levites were their assistants, 
numbering in David's time 38,000. Priests and 
Levites were supported out of the public 

revenue. __ ^ 

II. Educational. 

No modern nation has surpassed the Jewish 
in extent or thoroughness of educational 
work. Josephus, writing against Apion, said, 
"Our principal care is to educate our children." 

1. Jewish Schools. — (a) In earlier Jewish 
times education was committed almost ex- 
clusively to the home. The parents, forbidden 
to do secular work one-sixth of the year, were 
commanded to teach their children. The many 
rites, symbols and ceremonies, the succession 
of great festivals, together with the written 
law, furnished abundant material, (b) Later 
on, beginning with Samuel, came the "schools 
of the prophets," and later still the famous 



22 _hz Legiox of Honor 

"rabbinical schools," one in each large town, 
which young men over sixteen were urged to 
attend. These last were the high schools and 
colleges of the system, (c) Every Jewish boy 
was made to study the Bible at five, the Mish- 
na at ten, the Talmud at fifteen, and in addi- 
tion to learn a trade. 

: he Synagogue. — (a) After the captivity 
the synagogue became the center of educa- 
tional influences. (&) The law, the historical 
and the devotional books of the Jewish Scrip- 
ture, were divided into definite portions, which 
were expounded in turn each Sabbath, (c) 
During the week the synagogue was the school 
for the children, the debating club and library 
of the youth. 

3- The Prophets. — (a) These were the spe- 
cially commissioned national teachers, in un- 
broken succession from Moses to Malachi. (&) 
They usually performed the triple office of 
seer, of national annalist, and of teacher or 
preacher. 

III. Memorial. 

There were three great festivals commemo- 
rating events in Jewish history. 

1. The Passover, lasting one week, usually 
in April. It commemorated the departure out 
of Egypt, and its chief ceremony was the eat- 
ing zi :ht_;aE:hal larr.b. 

2. The Pentecost, fifty days later, celebrated 
by the offering of the first fruits of the har- 
vest It commemorated the giving of the law 
at Sinai fifty days after the Exodus. 

3. The Tabernacles, in October, lasting one 
week, celebrated by dwelling in tents and 
booths at Jerusalem. It commemorated the 
life in the Wilderness. 

The three Lesser Feasts were: I. The feast 
of Trumpets, in October, celebrating the open- 
ing of the civil year. 2. The feast of Dedica- 
tion, in December, commemorating the resto- 
ration of the Temple. 3. The feast of Purim, 
in March, commemorating the deliverance 
from Hainan's plot 

Special The Day of Atonement in October, 
v.- a =" :r.e cr.e §rrt~: r.=.:::r.a'. fas:, vrhtr. z'r.t sir.s 
of the people for the year past were borne 
away by the scapegoat 



Teacher Training Lessons. 23 

BIBLE STUDfES. 



Number Eight. 



Jewish Sects. 

I. Political. 

i. The Galileans were so called from their 
leader, Judas of Galilee, who organized them 
in the twelfth year of Christ. They were 
sometimes called ''Zealots." They were the 
champions of Jewish independence, and taught 
that the payment of taxes to foreign rulers 
was contrary to the law of Moses. The final 
destruction of Jerusalem was precipitated by 
their persistent insubordination. 

2. The Herodians were the partisans of the 
Herodian kings, a mongrel line of usurping 
Idumeans, Herod the Great being the first king. 
They espoused the cause of the Roman op- 
pressors, and were distinguished by their 
laxity of morals and their servility to the for- 
eign masters of Judea. 

3. The Samaritans, so called from Samaria, 
the former capital of the Kingdom of Israel, 
were the descendants of the Ethiopian and 
Babylonish colonists upon whom the Assyrian 
conqueror of the ten tribes bestowed the lands 
of the captive Israelites. At first heathen idol- 
ators, after the return of Judean captives 
from Babylon, they intermarried with them, 
sought and received priestly instruction, built 
for themselves a rival temple on Mt. Gerizim, 
and made the Pentateuch exclusively their 
sacred Scriptures. Religious rivalry soon en- 
gendered intense hostility between them and 

the Jews. 

II. Religious. 

1. The Nazarites were the most ancient re- 
ligious sect, and the only one divinely recog- 
nized. The origin and purpose of the order is 
involved in uncertainty. The Nazarites bound 
themselves by a vow, varying in duration from 
eight days to ah entire life time, not to drink 
intoxicating liquors or cut the hair, and to 
avoid all ceremonial pollutions. 

2. The Essenes were one of the three most 
ancient and honored Jewish sects, originating, 



24 The Legion of Honor 



it is believed, in Egypt. They were religious 
communists and hermits, living an ascetic life 
and holding all things in common. They ab- 
stained from marriage and from meat, oil and 
wine; wore a distinguishing dress of white, 
and esteemed agriculture the only virtuous 
secular employment. Their lives were conse- 
crated to prayer, study of the law and works 
of mercy. They offered no sacrifices and spe- 
cially revered the Mosaic law. 

3. The Pharisees were the most numerous, 
popular and powerful of the three great sects, 
originating about 200 B. C. They were severe 
religious formalists, assuming a superior sanc- 
tity to all others ; were rigidly exclusive He- 
brews, intolerant of Gentile culture or cus- 
toms. In doctrine, they were distinguished 
by placing the traditional or oral law upon a 
level with the written law of Moses. They 
held the immortality of the soul and the res- 
urrection of the body. 

4. The Sadducees were deists and rational- 
ists, originating about 200 B. C. They made 
no profession of sanctity, were extremely self- 
indulgent and profligate, and, denying all fu- 
ture existence or judgment, taught that 
present enjoyment was the supreme end of 
life. Nominally they held to the books of 
Moses, but in doctrine were the exact antag- 
onists of the Pharisees. 

III. Professional. 

1. The Scribes were the official transcribers 
and expositors of the law, both Mosaic and 
traditional. As the chief learned profession, 
they possessed great influence among the peo- 
ple. Like the Pharisees they unduly exalted 
the traditional law, and compiled it, with 
their comments, into seven books, known as 
the Talmud. 

2. The Publicans were native Jews who for 
mercenary ends became the tax-gatherers for 
the foreign oppressors of the nation. The 
country was divided into revenue districts, 
and the collection of the revenues was let to 
the highest native bidders. As a class the 
publicans grew rich by their rapacity, and 
were heartily despised. 



Teacher Training Lessons. 



25 



BIBLE STUDIES. 



Number Nine. 



Old Testament Prophecies. 

The Jews reckoned forty-eight prophets and 
seven prophetesses, from Moses to Malachi. 
We have in our Bible the prophecies of only 
sixteen of these, all belonging to the period of 
the Jewish monarchy and afterward. 

I. Chronological Order. 
(Several of the dates can be conjectured only.) 



OF THE MONARCHY. 



B. C. Book. 

825-755 Jonah. 

800 Joel, 

810-783 Amos, 

785-725 Hosea, 

760-698 Isaiah, 

750-710 Micah, 

713 Nahum, 



62S 



Zephaniah, 
Habakkuk, 



King. 
Jereboam II. 
Uzziah, 
I Uzziah and 
f Jereboam II. 
i Uzziah to 
I Hoshea. 
\ Uzziah to 
I Hezekiah, 
I Jotham to 
I Hezekiah, 
Hezekiah, 
Josiah, 
Josiah, 



Central Theme. 
Doom of Nineveh. 
Doom of Judah. 

Doom of Israel. 
Doom of IsraeL 
The Messiah. 

Doom of Judah. 

Doom of Assyria. 
Doom of Judah. 
Doom of Chaldea. 



Or THE CAPTIVITY. 

629-585 Jeremiah] Jo z s ^ ah> 
603-534 Daniel. ■> 
595-574 Ezekiel, 
587 Obadiah, 



j- Judah 's Return. 

i The Messianic 
nezzar, f Kingdom. 



Same, 



Probably 
Zedekiah, 



Final Jewish 
Restoration. 



Doom of Edom. 



520 
520 



AFTER THE CAPTIVITY. 

Haggai, Darius, Christ's Coming. 

Zechariah, Darius. Christ's Kingdom. 

420-397 Malachi, Artaxerxes, Christ's Herald. 

II. Characteristics. 
As to Matter. — i. The prophecies constitute 
a great system, all parts of which are closely 
related, and all tend to one supreme end — 
mans redemption. 2. The immediate burden 
of prophecy is the Jewish nation — its apostasy, 
ruin, dispersion and final restoration. 3. Only 
such heathen nations are included as became 
in turn the oppressors of Israel, such as Ethio- 
pia, Egypt, Chaldea, Edom, Assyria, Rome, 



26 The Legion of Honor 

etc. 4. Many of the prophecies have been 
clearly fulfilled, while others are fulfilling in 
our own time. What miracles were to the 
first Christian century as evidence, the fulfilled 
and fulfilling prophecies are to us. 

As to Method. — 1. The Hebrew prophets 
were poor and sometimes ignorant. They 
prophesied with the utmost publicity and fear- 
lessness, encountering persecution and death. 

2. They differed in every essential from pre- 
tended heathen prophets. The heathen prophe- 
cies relate to events already preparing; the 
Hebrew prophecies to events often wholly im- 
probable and hundreds of years in the future. 

3. Exact details are given with such minute- 
ness as would be impossible except under di- 
vine inspiration, as in the case of Isaiah's 
prophecy of the siege of Babylon. 4. The 
prophecies have proven so irresistible that in- 
fidels can only oppose by assuming that they 
were written "after the event," which is swept 
away by a present obvious fulfillment of cer- 
tain great prophecies. 

III. Remarkable Political Prophecies. 

1. The prophecy by Nahum and Zephaniah 
against Nineveh, then the chief city of the 
world, exactly fulfilled 100 years later by the 
Medes. 

2. The destruction of Babylon foretold by 
Isaiah and Jeremiah, and Cyrus designated by 
name, 160 years before the event. 

3. The doom of Tyre, the greatest mart of 
ancient commerce, foretold by Ezekiel 300 
years before Alexander began its destruction. 

4. Ezekiel's prophecy concerning Egypt, that 
it should be "the basest of kingdoms," and "no 
more have a prince of its own." 

5. The rise and fall of the four empires pre- 
dicted by Daniel — the Babylonian, Medo-Per- 
sian, Grecian and Roman — succeeded by the 
universal kingdom of Christ. 

6. The prophecies concerning the descend- 
ants of Ham and Ishmael, true to this day; 
and especially the ruin, dispersion and suffer- 
ings of the Jews. 



Teacher Training Lessons. 27 

BIBLE STUDIES. 



Number Ten. 



Old Testament Doctrines. 

[Space forbids the citation of proof texts.] 

The great doctrines of the Old Testament 
were given to man in an age of grossest 
idolatry and immorality, and were so far 
above the level of human knowledge and 
conduct, as to furnish in themselves the high- 
est evidence of their Divine origin. 
I. As to God. 

The first and fundamental doctrine is the 
existence of God as the great and sole First- 
Cause of all things. Other doctrines are : 

Pertaining to Himself. — r. The unity of God, 
together with the trinity of Persons in the God- 
head. 2. His spirituality. 3. Omnipotence — 
"the Almighty God." 4. Omniscience — "His 
understanding is infinite." 5. Eternity of ex- 
istence — "from everlasting to everlasting." 

As Related to Man. — 1. His holiness — "of 
eyes purer than to behold iniquity." 2. His 
immutability — "I am the Lord; I change not," 

3. His justice — "God of truth, just and right." 

4. His faithfulness— "the faithful God." 5. 
His goodness — "delights in mercy." 

II. The Creation. 

The Old Testament contains the most an- 
cient and only authentic account of creation. 
It declares : 1. God created out of nothing the 
materials out of which the earth and heavens 
were made, and gave to them their forms, 
qualities and laws; and that He made all in- 
telligent beings. 2. It was a progressive 
creation, beginning with matter and ranging 
upward, in definite order, through all forms 
of life. 3. Everything was created in its per- 
fection — contradicting any theory of evolu- 
tion whatever. 4. The will of God continues 
the supreme law and support of the universe, 
in no wise trammeled by "laws of nature." 
III. _ Man. 

1. God made man in His own image, and 
endowed him with an immortal body and 



28 The Legion of Honor 

soul. 2. Man is a moral agent, capable of 
voluntary moral action, good or bad. 3. 
Since the fall of man, his posterity are cor- 
rupt and degenerate, and incapable by nature 
of any good thing. 4. Whatever good prin- 
ciple is found in men is due to the influence 
of the Holy Spirit. 

IV. Evil. 
1. The mixture of evil with good is not 
due to the purpose or plan of God. 2. There 
is a personal devil who, with other evil spirits, 
is the author and instigator of evil, both 
natural and moral. 3. Evil entered into the 
world through the sin of our first parents, un- 
der the temptation of Satan. 4. Physical and 
spiritual death passed upon the race in con- 
sequence of sin. 

V. Redemption. 
I. God purposes the redemption of the hu- 
man race, contingent upon a personal accept- 
ance of His conditions. 2. The redemption is 
designed especially to be a spiritual one — 
from sin and its consequences. 3. A redeemer 
is provided in the person of the Messiah of 
prophecy. 4. The redemption is secured only 
through the death of the Messiah. 

VI. Divine Government. 
I. The Providence of God directs from in- 
stant to instant the minutest details of ma- 
terial or immaterial life. 2. He judges and 
rewards or punishes nations here, and not 
hereafter. 3. The prosperity of great^ offend- 
ers is not an impeachment of the Divine gov- 
ernment. 4. God's children may be afflicted 
and oppressed, but only for their good. 5. 
God punishes the wicked and rewards the 
righteous, both here and hereafter. 

VII. A Future State. 
1. The soul of man is immortal. 2. There 
is a heaven and a hell. 3. There is a place 
of disembodied spirits, intermediate between 
this life and the judgment. 4. There will be 
a resurrection of the body. 5. A day of final 
judgment awaits all intelligent beings. 



Teacher Training Lessons. 29 

BIBLE STUDIES. 



Number Eleven. 



History of the Bible. 

I. The Old Testament. 

The Jewish Scriptures were written during 
the fifteen centuries preceding Christ. 

2. They were written mainly in the He- 
brew language. 

3. The originals were kept by the priests 
in the Temple, and copied for public uses. 

4. Certain noted versions or translations 
were made as follows: (a) The Samaritan, a 
Hebrew copy of the Pentateuch made for the 
Samaritans, before Judah's captivity; (b) 
The Septuagint, a Greek copy of the entire 
Old Testament, made at Alexandria by exiled 
Jews, 285 B. C, and in popular use at the 
time of Christ; (c) The Chaldee translations 
or "targums" for the use of the common 
people, after the Captivity. 

The Jezvish Canon had three stages of 
growth: 1. The "Law," or books of Moses, 
were the only canonical Scriptures until after 
the captivity of Judah. 2. "The Prophets," 
including the twenty-one books of history and 
prophecy, were compiled, edited and made the 
second part of the sacred canon by Ezra and 
Nehemiah, about 450 B. C. 3. "The Scrip- 
tures," including the devotional books, to- 
gether with Ruth, Lamentations, Esther, Dan- 
iel, Ezra, Nehemiah, I and II Chronicles, were 
made the third division, after the days of Ezra. 

II. The New Testament. 

The Christian Scriptures were written dur- 
ing the first Christian century, 38-95 A. D. 

2. They were mainly written in the Greek. 

3. Copies of the books were extensively 
made by the apostolic churches. 

4. No authentic manuscript earlier than 
the fourth century is known. 

The Christian Canon is traditionally ascribed 
to the Apostle John, about 100 A. D. 



30 The Legion of Honor 

2. The present canon was generally re- 
ceived as early as the second century. 

3. Seven books — Hebrews, James, II 
Peter, II and III John, Jude and Revela- 
tion — were classed as "controverted," during 
the second and third centuries. 

4. Finally, in 397 A. D., the Council of 
Carthage confirmed the canon as it stands. 

III. The Ancient Bible. 
The most noted ancient editions, were : 

1. The "Syriac," translated into the com- 
mon language of Syria and Palestine, near 
the beginning of the second century. 

2. The "Vulgate," in Latin, made by 
Jerome, 382 A. D. 

3. The Alexandrian "Codex" of the fourth 
century, an original Greek manuscript of the 
entire Bible, now in the British Museum. 

4. The Vatican Codex of the fourth cen- 
tury, now in the Pope's library, at Rome. 

5. The Sinai Codex in Greek, probably of 
Alexandria and of the fourth century, held 
by the Greek Church at St. Petersburg. Fully 
2,000 ancient manuscripts are extant, mainly 
fragmentary, fifty of which are over 1,000 
years old. 

IV. The Modern Bible. 
The five most noted versions are: 

1. Wyclifre's Bible, 1380 A. D., the first 
Bible in English. 

2. Coverdale's Bible, 1535 A. D., the first 
entire printed Bible. 

3. The "Great Bible," IS39.A. D-? known 
as Cranmer's, the first authorized Bible. 

4. The Geneva Bible, 1560 A. D., made by 
Puritan exiles from England — the first strict- 
lv Protestant Bible. 

5. The "King James Bible," 161 1 A. D., 
by forty-seven scholars appointed by King 
James, of England. 

6. The "Revised Version," completed in 
1885, by English and American scholars. 

7. The "Douay" or Catholic Bible, made 
from the Vulgate in 1609, for the Roman 
Catholic Church, includes as canonical seven 
books rejected from the Protestant Bible. 



Teacher Training Lessons. 31 

BIBLE STUDIES. 



Number Twelve. 



Claims of the Bible. 

Three great claims are made for the Bible: 
I. Its inspiration — it came from God; 2. 
Its genuineness — we have it substantially as it 
was given; 3. Its credibility — it is amply at- 
tested as the Word of God. 

I. The Claim of Inspiration. 

As to the Fact. — 1. The prophets of the Old 
Testament asserted it of their writings. 2. Our 
Lord repeatedly cited the Old Testament as 
inspired, and placed his divine seal upon the 
three great divisions of the Jewish canon — 
the Law, the Prophets, and the Psalms- 
quoting directly from 18 of the 39 books; 3. 
The Apostles Paul and Peter declared that the 
entire Old Testament was "given by inspira- 
tion," and that holy men were "moved by the 
Holy Ghost" to write it. 4. As to the New 
Testament, the Apostles asserted its inspira- 
tion, and commanded it to be read in the 
churches, ranking it with the Old Testament. 
5. The claim of inspiration for the Old Tes- 
tament was reverently received by the Jews, 
and for both Old and New Testaments by the 
early Christian church. 

As to the Mode. — 1. The rationalistic theory 
— that the inspiration of the Bible is but a 
high degree of poetic or religious fervor, con- 
sistent with error in fact or doctrine. 2. The 
limited theory — that inspiration is restricted 
to purely religious truth of doctrine or prac- 
tice, and that all other parts are merely human ; 
3. The theory of the "higher criticism" — 
asserting the "errancy" of the Scriptures and 
their need of being tested and amended by 
modern scientific study. 4. The "dynamic" 
or orthodox theory — that the sacred writers 
were supernaturally inspired upon all sub- 
jects of which they wrote, but were left free 
as to their forms of expression; 5. The "me- 
chanical" or verbal theory — that even the 



32 The Legion of Honor 

words themselves were inspired. Orthodox 
opinion is divided between the two last named 
theories of inspiration, with the preponder- 
ance greatly in favor of the "dynamic" theory. 

II. The Claim of Genuineness. 
This is proved: I. By the reverence of 
copyists whether Jewish or Christian, the 
severest penalties being denounced against 
mutilation or change. 2. By Josephus' an- 
cient catalogue of the books, and by the 
agreement between our own and the text of 
the two most ancient versions, the Samaritan, 
B. C. 650, and the Septuagint, B. C 287. 3. 
By the agreement with our modern text of 
the Chaldee Targums made before Christ, and 
the mass of direct quotations in the works of 
the early Christian Fathers. 4. By the fact 
that in the 2.000 known manuscripts of the 
Bible, some of them 1,500 years old, there are 
only trifling verbal and grammatical differ- 
ences. 5. By the weekly public readings in 
both Jewish and Christian churches for 
thousands of years, and by the jealousy of 
opposing sects — Samaritan and Jew, Pharisee 
and Sadducee, Jew and Christian — preventing 
all corruption of the text. 

III. The Claim of Credibility. 
This is shown: 1. By its adaptation to 
man's spiritual needs, which demand just such 
a revelation from God. 2. By the undisputed 
integrity of the writers, and their corrobora- 
tion by profane histories, monuments, etc. 3. 
By the harmony of its forty writers, writing 
without opportunity for collusion, between ex- 
tremes of 1,500 years. 4. By the harmony 
between the Bible and Nature, the "'greater 
and the lesser lights" of revelation. 5. By 
fulfilled and fulfilling prophecy and repeated 
public miracles as seals of its truth. 6. By its 
supernatural power over individual and na- 
tional life, in government, society, art, educa- 
tion, etc. 7. By its reverent acceptance as the 
word of Almighty God by all classes in all 
ages. It is inconceivable that a book not 
divine could be thus universally accepted. 



BLACKBOARD DRILLS, LESSONS 7 TO 9 



Drill 7. Jewish Institutions. 

I. Ecclesiastical. II. Educational. 

Altar, Tabernacle, 3 Kinds of Schools. 

Temple, Hierarchy. 3 Uses of Synagogue. 

Define each. 3 Duties of Prophets. 

Define. 

III. Memorial. 
3 Greater Feasts. 
3 Lesser Feasts. 
1 Fast Day. 

Define. 





Drill 8 


Jewish Sects. 


I. Political. 


II. Religious. 


Galileans. 
Herodians. 
Samaritans. 
Define them. 


Nazarites— Vow? 
Essenes — Customs? 
Pharisees —Doctrines? 
Sadducees — Doctrines ? 
Define them. 




III. 


Professional. 




Scribes — Duties ? 
Publicans — Business ? 
Describe them. 



Drill 9. Old Testament Prophecies. 

I. Order. II. Characteristics. 

Monarchy, 9 Proph. System. Persecution. 

Captivity, 4 Proph. Burden. Improbable. 

Post Captivity, 3 Proph. Heath. Nat. Minute. 

Name them. Fulfilled. Irresistible. 

III. Notable Prophecies. 
Nineveh, Babylon, Tyre, 
Egypt, 4 Empires, Ham, 

Ishmael. 

Define them. 



BLACKBOARD DRILLS, LESSONS 10 TO 12 



Drill 10 

I. God. 
Himself— 5 Doct. ? 
Man— 5 Doct. ? 



Old Testament Doctrines. 

IV. Evil. 

4 Doctrines? 



II. Creation. 
4 Doctrines? 

III. Man. 
4 Doctrines? 



V. Redemption. 

4 Doctrines? 

VI. Government. 

5 Doctrines? 



VII. Future State. 

5 Doctrines? 

Define the above doctrines in order. 



Drill 11. History of Bible. 



I. Old Testament. 
Jew. Script. — 3 facts. 
Versions — 3 kinds. 
Canon — 3 stages. 

II. New Testament. 
Christian Script.^-4 facts. 
Christian Canon— 4 facts. 



III. Ancient Bible. 
Syriac. Vulgate. 
Alexandrian, Vatican. 

Sinai. 

IV. Modern Bible. 
Wycliffe's. Geneva. 
Coverdale's. James'. 
Great. Revised. 

Douay. 



Drill 12. 

I. Inspiration. 
As to Fact — 5 claims. 
As to Mode — 5 claims. 

Name them. 



Claims of Bible. 
II. Genuineness. 
Reverence. Agreement. 
Josephus. Manuscripts. 

Readings. 



III. Credibility. 
Adaptation. Bib. and Nat. 

Integrity. Proph. and Mir. 

Harmony. Sup. Power. 

Acceptance. 

Define all points. 



Teacher Training Lessons. 33 



BIBLE STUDIES. 



Number Thirteen. 



New Testament Books and Writers. 

The word "testament" means "covenant," or 
"declaration." The New Testament is God's 
"declaration" of salvation through Christ. 

I. Its Books. 

I. The New Testament contains twenty- 
seven books, or epistles, divided, like the Old 
Testament, into Historical, Doctrinal, Pro- 
phetic. 2. There are five Historical books, 
including the four Gospels and the book of 
Acts. 3. There are twenty-one Doctrinal 
books, including the fourteen Special Epistles 
of Paul, and the seven General or "Catholic" 
Epistles of James, Peter, John and Jude. 4. 
There is one Prophetic book — The Revela- 
tion. 

II. Its Writers. 

1. The books of the New Testament were 
written by eight inspired men, as follows: 
John, five books; Luke, two books; Peter, 
two books; Paul, fourteen books; Matthew, 
Mark, James, Jude, one book each. 2. Six of 
these eight writers — John, Peter, Matthew, 
James, Jude and Paul — were apostles, and had 
personally heard and seen Jesus. 3. The 
other two writers — Mark and Luke — were 
evangelists and intimate companions of Peter 
and Paul, by whom they were doubtless helped 
in their writing. 4. All of these writers — 
except probably John — suffered death as mar- 
tyrs to the truth they had written and pro- 
claimed. 

III. When Written. 

1. The entire New Testament was written 
during the period of sixty years, the last 



34 The Legion of Honor 

sixty years of the first Christian century. 2. 
Matthew's book was about A. D. 38, eight years 
after the Crucifixion; the Revelation probably 
A. D. 95. 3. Twenty-one of the twenty-seven 
books were written during the first half of the 
sixty years, closing with A. D. 66, the year 
when Paul and Peter died. This includes all of 
the writers except John and Jude, who wrote 
their six books in the closing thirty years of 
the _ century. 4. John's life spans the first 
Christian century. Remember, that he was 
born near its beginning, a few years later than 
Jesus. When thirty, he saw the Lord cruci- 
fied; when forty, Matthew had written the 
first book of the New Testament; when sev- 
enty, all of the eight writers had written ex- 
cept himself and Jude, and most of them were 
dead; he wrote the book of Revelation A. D. 
95, and died near the end of the century. 

IV. Why Written. 

When the New Testament was written, 
Greek was the language of culture and com- 
merce in Europe, Asia and Africa; hence all 
the books were written in Greek, Matthew 
being also given in Hebrew. 

Each division of the New Testament, His- 
torical, Doctrinal, and Prophetic, has a dis- 
tinct purpose. 

THE HISTORICAL BOOKS. 

The Gospels recount the wonderful life of 
Jesus, our Lord and Savior; therefore they 
are called Gospels, or "good tidings" to sinful 
men. There were four writers: 1. They give 
us four distinct views of Christ. 2. Though 
these vary widely in time and detail, they are 
in perfect harmony. 3. Matthew and John 
wrote what they had personally seen and 
heard. 4. Luke gives the most complete life; 
Mark, only the three years' ministry of Jesus. 

Their purpose seems plain. 1. Matthew 
wrote for Jews, to show that Jesus was indeed 
the promised Messiah. 2. Mark wrote for 
Romans, and sees in Jesus the miracle-work- 
ing "Son of God." 3. Luke, a Gentile, dwells 



Teacher Training Lessons. 35 

upon the human side of Jesus, as the "Son of 
Man." He wrote for the Greeks. 4. John 
writes of Jesus as "God manifest in the flesh," 
and emphasizes the divinity of Christ. His 
gospel was written for all Christians. 

The Acts is a history of the first thirty years 
of the Christian Church. 1. The first part is 
the record of the Jewish Christian Church, 
extending under Peter, throughout Judea and 
Samaria. 2. The second part narrates the 
expansion of the Jewish into the universal 
Christian Church, under Paul. 

the doctrinal books. 

The twenty-one Doctrinal, or "teaching" 
books, give instruction as to Christian belief 
and practice. 

The fourteen Special Epistles, written by 
Paul, were addressed, ten to churches, and 
four to individuals. Each emphasizes one or 
more great doctrines, as for example : Romans 
— Salvation by faith; Thessalonians — Christ's 
second coming; Hebrews — Christ's Priest- 
hood. 

The seven General or "Catholic" Epistles 
were sent as circular letters among all the 
churches, and present practical rather than 
doctrinal Christianity. 

James writes of Christian activity. Peter 
writes of Christian faithfulness. John writes 
of Christian or brotherly love. 

THE PROPHETIC BOOK. 

The Revelation is a prophetic view of the 
Christian Church throughout its entire history, 
until the final coming of the Lord. The won- 
derful visions of this book were revealed to 
John, the "beloved disciple," nearly seventy 
years after he had seen his Lord die. 



36 The Legion of Honor 

BIBLE STUDIES. 



Number Fourteen. 



The Holy Land. 

I. Its History. 
i. Antiquity. — It is older than Assyria, 
Greece, Rome. It was Abraham's home; he 
dwelt at Sychar, 2,000 years before Christ 
rested at its well. Joshua conquered it 200 
years before Troy fell. Solomon was dead 
200 years before Romulus founded Rome. 
Gideon and Achilles, Elijah and Homer, were 
contemporaries. 

2. Names. — It had four names: Canaan, 
before Joshua's conquest; Israel, after the 
conquest; Judea, after the Babylonish captiv- 
ity ; Palestine, since the time of Christ. 

3. Rulers. — It was conquered from the Ca- 
naanites by the Jews : they ruled it 850 years, 
then for 650 years were servants of Babylon, 
Persia, Egypt, Greece and Rome. Forty years 
after Christ's death the Romans destroyed its 
cities and banished its people. For 500 years 
it has belonged to the Turks, and is a land of 
ruins. "It has changed owners eighteen times 
since Christ, and anybody can have it but the 
Jew." 

4. Importance. — Its position made it the 
gate-way of ancient commerce and travel. 
Four great highways, linking Asia, Europe, 
Africa, crossed it. To us it is above all other 
lands as the scene of Bible history, the home 
of Christ, and the land of yet unfulfilled 
prophecy. 

II. Its Geography. 

1. Extent. — In shape and size it is much 
like the State of New Hampshire. It lies be- 
tween the Mediterranean and Jordan, 140 
miles long and from 25 to 70 wide. Including 
Perea, east of the Jordan, it contains 12,000 
square miles; without it, about 9,000. 

2. Surface — A narrow plain skirts the Med- 
iterranean ; then ranges of hills, rising at times 
to mountains, sweep north and south, broken 
transversely by the plain "Esdraelon" in south- 



Teacher Training Lessons. 37 

ern Galilee ; then the valley of Jordan, like an 
immense canon, connecting the Sea of Galilee 
and the Dead Sea; eastward the table land of 
Perea. 

3. Fertility. — It was a land "flowing with 
milk and honey," and was cultivated like a 
garden to the very tops of the mountains. No 
modern land has been made to support so 
dense a population. Wheat and barley, the 
vine and olive, grew luxuriantly. 

4. Climate. — Palestine is semi-tropical, the 
heat being tempered by its mountains. The 
climate is much like that of our sub-tropical 
lands. Snow is rare, and the winters short. 

III. Its People. 

1. Numbers. — Palestine had 6,000,000 in- 
habitants. Crowd this dense population into 
so limited an area, and you realize the multi- 
tudes that thronged Christ. Galilee alone had 
200 cities and towns, averaging 15,000 each. 

2. Provinces. — There were four: Galilee 
on the north ; Judea on the south ; Samaria be- 
tween; Perea across the Jordan. They differed 
more widely in speech, culture and social life 
than any four sections of our country. 

(a) Judea was the center of Jewish aris- 
tocracy, boasting its pure blood and holy tem- 
ple, (b) Galilee, from having a mixed popu- 
lation of Jews and Gentiles, was a kind of 
"Wild West" in its disregard of Jewish opin- 
ions, (c) Perea was a land of shepherds and 
farmers, nomadic and warlike, (d) In Sa- 
maria was a mongrel Jewish-Assyrian people, 
who had less in common with other Jews than 
our American Indians with us. 

3. Occupations. — Farmers and shepherds 
abounded, but the Jews were a nation of 
traders, and remain so to this day. The cara- 
vans of Damascus, Egypt, Arabia, Babylon, 
and the merchants of the world, frequented it. 

4. Government. — The Romans were its 
masters. Pilate, a Roman, with headquarters 
at Cesarea, was Governor of Judea; Herod 
Antipas, Governor of Galilee, at Tiberias. 
Their rule was despotic, and the nation chafed 
and longed for a Deliverer. 



38 The Legion of Honor 

BIBLE STUDIES. 



Number Fifteen. 



The Holy City. 

Jerusalem is rightly called the "Holy City." 
For a thousand years its Temple was the one 
sanctuary of the true God, and for nineteen 
centuries it has been hallowed as the place 
where Jesus Christ "suffered under Pontius 
Pilate." 

I. Situation. 

1. Distances. — It is thirty-five miles from 
the seaport Joppa on the west, and sixteen 
from Jericho on the east. Nazareth is seventy 
miles north, Bethlehem six miles south. 

2. Latitude. — It is near 32 north latitude, 
on a line nearly east of Savannah, Ga. 

3. Elevation. — It was built upon five moun- 
tains, averaging 2,500 feet above the sea, and 
encompassed on three sides by a deep gorge. 

4. Political. — It was the Jewish political 
and ecclesiastical capital, and was famous in 
Christ's time, for its schools and synagogues. 
Its Temple often drew to it a million visitors 
during Passover week. 

II. Surroundings. 

1. Valleys. — There were three: (a) Jehosh- 
aphat, or Kedron, running past the Temple, on 
the east; (b) Hinnom, on the west and south; 
(c) Tyropcean, cutting through the city from 
north to south. The three converge southeast 
of the city, and run to the Dead Sea. 

2. Walls. — It had three great walls: (a) 
David's, around Zion and Ophel, enclosing the 
old Jebusite city; (b) Hezekiah's, encircling 
Acra and Moriah; (c) Herod Agrippa's, 
built after Christ, sweeping northward around 
Bezetha. The present wall was built by the 
Turks about 400 years ago. 

3. Gates. — The ancient city had eight out- 
side gates, chief of which were : (a) "Damas- 
cus gate," on the north, opening towards Sa- 
maria and Galilee; (b) "Valley," or Joppa, 
gate, on the west, leading to Joppa and Beth- 



Teacher Training Lessons. 39 



lehem; (c) "Fountain gate," on the south, 
opening on the "Pool of Siloam;" (d) Shu- 
shan, or the "Lily gate" of the Temple, on the 
east, leading across Kedron, to Bethany and 
Jericho. 

4. Sacred Places. — The more noted were: 
(a) Sepulchres of David and the Prophets, at 
the south; (b) Gethsemane and Bethesda, on 
the east; (c) Calvary, and tombs of Kings and 
Judges, on the north. 

III. Plan. 

1. Size. — The outside wall was about five 
miles long, enclosing a population of 200,000. 

2. Shape. — The city was an irregular quadri- 
lateral covering five mountains, Acra, Bezetha, 
Moriah, Ophel, Zion — their initials forming 

ABMOZ. 

3. Districts. — (a) "Zion," or the "Upper 
City," on the south, upon Mounts Zion and 
Ophel; (b) The "Lower City" on Acra, includ- 
ing the Temple on Moriah; (c) Bezetha, Her- 
od's "New City," farthest north. 

4. Buildings. — An ancient writer called it "a 
city of marble and gold." The most famous 
in Christ's day, were: (a) Herod's Temple, 
covering twenty acres; (b) Herod's Palace; 
(c) The Tower of Antonia; (d) The net-work 
of pools and subterranean aqueducts. 

IV. History. 

1. Names. — In Abraham's time it was known 
as Salem, the city of King Melchizedec, chang- 
ing to Jerusalem under David. 

2. Antiquity. — It is 4,000 years old, vying 
with Damascus as the most ancient city of the 
world. Its greatest splendor was under Solo- 
mon and Herod the Great. 

3. Changes. — Its owners were changed six 
times before and eighteen times since Christ. 
It was twice utterly destroyed — by Nebuchad- 
nezzar and Titus. Millions have been slain in 
its assault and defense, 1,100,000 in a single 
siege. 

4. Modem Jerusalem. — It is now a Turkish 
city of 80,000, with little beauty, and with 
scarce a vestige of its ancient glory. 



40 The Legion of Honor 

BIBLE STUDIES. 



Number Sixteen. 



The Holy Temple. 

(Relating specially to Herod's Temple.) 
The Jewish Temple was pronounced by Taci- 
tus "one of the wonders of the world." Jose- 
phus likened its vast marble pile to a "moun- 
tain of snow," and says that it "was covered 
all over with plates of gold of great weight, 
whose brightness made those that looked upon 
it turn away their eyes." 

I. Historical. 
There were two Temples, one patterned af- 
ter the other; both modeled after the Taber- 
nacle, the plan of which God gave to Moses. 

1. Solomon's Temple was built 1,000 B. C, 
and after standing 400 years was destroyed by 
Nebuchadnezzar. 

2. The Second Temple was built by Zerub- 
babel, after the Captivity, upon the original 
foundation and plan, though much inferior to 
the first temple. 

3. Herod the Great, a few years before 
Christ, greatly enlarged and enriched this 
Temple, giving it his own name. In magnifi- 
cence it exceeded Solomon's temple, but lacked 
its chief glory, the Ark of the Covenant. It 
was destroyed by the Romans 70 A. D. 

4. The Mosque of Omar, a Mohammedan 
temple, has been standing 1,200 years upon the 
ancient site. Part of the original foundation 
of Solomon's Temple yet remains. 

II. Construction. 
1. The Location of the Temple was on 
Mount Moriah, where Abraham offered up 
Isaac. It formed part of the eastern boundary 
of Jerusalem, overlooking the valley of Je- 
hoshaphat, and fronting the east. The Mount 
of Olives, across the valley, rose 200 feet 
above it. The city, on four higher mountains, 
encircled it like a vast amphitheatre. 

#2. The Platform, on the western end of 
which the temple stood, was a quadrangle of 
twenty acres, made by leveling the top of the 
mountain and building up from the valleys. 



Teacher Training Lessons. 41 

On the south and east the massive stone walls 
descended precipitously 500 feet. 

3. The Materials were immense white 
stones, forty to sixty feet long, pillars of Pa- 
rian marble forty feet in length; wood work 
of cedar, fir and sandal wood, exquisitely 
carved; and vast quantities of gold, silver and 
Corinthian brass. In ceiling the Most Holy 
Place alone thirty tons of gold were used. 

4. The Furniture was lavish beyond de- 
scription. At one time there were a million 
vessels of gold and silver, and more than 
200,000 costly sacerdotal robes in store. 

III. Apartments. 

1. Courts. — The Temple wall bounded the 
quadrangle, entered by seven outer gates. In- 
side were three quadrangular "Courts," rising 
one above another, separated by walls of par- 
tition, and encircled by marble cloisters : (a) 
The outer was the "Court of Gentiles," open 
to all; (b) Within and above this, entered 
through nine gates sixty feet high, overlaid 
with gold and silver, was the "Court of Is- 
rael" for Jews only, the eastern half being set 
apart as "Woman's Court;" (c) On a higher 
terrace was the "Court of the Priests." 

2. The Temple proper, 120 feet long, stood 
on a yet higher level at the western end of the 
"Priests' Court," opposite the Brazen Altar. 
Its front was a porch, 180 feet high, covered 
with gold and precious stones. Behind it was 
the Holy Place, opening through the great veil 
into the Holy of Holies. 

3. Services. — Twenty thousand priests, and 
twice as many Levites, in 24 courses, each 
serving one week in turn, were in charge. The 
Levites were guards, porters, musicians, etc.; 
only priests could sacrifice or burn incense. 
Two daily public services occurred, at 9 a. 
m. and 3 p. m. The prescribed sacrifices were 
offered upon the altar, incense was burned 
within the holy place, while the waiting mul- 
titudes within the temple and on the city's 
house-tops bowed in prayer. The silver trum- 
pets of the priests and the voices of the great 
temple choir proclaimed the hour. 



42 The Legion of Honor 

BIBLE STUDIES. 



Number Seventeen. 



Historic Places. 

(Use any New Testament map.) 

I. Suggestive Distance Circle. 

The figures give distance, the radiating lines 
give direction, from Jerusalem: 





/~j\ Bethabara- 



1* 

/CQ 

/! 

# 6 



\ 



'%> 



II. Sacred Mountains. 
i. Quarantania, the traditional Mount of 
Temptation, in the wilderness between Jerusa- 
lem and the Dead Sea. 2. Mount of Beati- 
tudes, the scene of the sermon on the mount, 
just west of the Sea of Galilee. 3. Mount Her- 
mon, the scene of the transfiguration, thirty 
miles north of the Sea of Galilee. 4. "Gordon's 
Calvary," the supposed place of the crucifixion, 
"without the gate," on the north of ancient Je- 
rusalem, and now without the modern city. 5. 
Mount of Olives, from which Jesus ascended, 
across the Kedron, over against the eastern 
wall of Jerusalem. 



Teacher Training Lessons. 43 



III. Sacred Waters. 

i. The River Jordan, rising in Mt. Hermon, 
flowing south 130 miles through the Sea of 
Galilee to the Dead Sea, narrow, swift, with 
occasional fords. 2. The Sea of Galilee, thir- 
teen miles long and eight wide, encircled by a 
dense population, the only navigable water in 
Palestine. 3. The Brook Kedron, flowing be- 
tween the Temple and Gethsemane, now dry 
most of the year. 4. The Pools of Siloam and 
Bethesda at the south and east of Jerusalem. 
5. The Great Sea, or Mediterranean, bounding 
Palestine on the west, the limit of ancient com- 
merce and travel. 6. The Dead Sea, twenty 
miles so-utheast of Jerusalem, forty-six miles 
long, ten miles wide, and 1,300 feet below the 
Mediterranean. 

IV. Homes of Jesus. 

1. Bethlehem of Judea, six miles south of 
Jerusalem, the home of his infancy, the city of 
David, his royal ancestor. 2. Nazareth, seventy 
miles north in Galilee, the home of his boy- 
hood, the city of his father, Joseph the carpen- 
ter. 3. Capernaum, at the northern end of the 
Sea of Galilee, the home of his Galilean minis- 
try, the leading commercial city of Palestine, 
at the crossing of the great caravan roads 
from Damascus, Babylon and Egypt. 4. Beth- 
any, two miles southeast of Jerusalem, over 
Mount Olivet. Here during his Judean min- 
istry, Jesus made his home with Lazarus and 
his sisters. 

V. Commercial Cities. 

1. Joppa, thirty-six miles northwest of Jeru- 
salem, the principal sea-port of Palestine. 2. 
Gaza, fifty miles southwest, the Mediterranean 
port for African travel and commerce. 3. Ptol- 
emais, west of Capernaum, the chief sea-port 
of Galilee. 4. Tyre, the great Phoenician city 
and sea-port, forty miles northwest of Caper- 
naum. 5. Jericho, "City of Palms," sixteen 
miles northeast of Jerusalem, near the head of 
the Dead Sea. 6 and 7. Tiberias and Caper- 
naum, at opposite ends of the Sea of Galilee. 



44 The Legion of Honor 



VI. Capital Cities. 

i. Jerusalem, once the commercial, political 
and ecclesiastical capital. Nebuchadnezzar 
ruined its commerce. Pompey took away its 
political supremacy sixty years before Christ. 
It9 ecclesiastical influence remained until its 
destruction by Titus, 70 A. D. 2. Cesarea, 
fifty-four miles northwest of Jerusalem, the 
seat of the Roman provincial government, the 
home of Pilate. 3. Tiberias, on the western 
shore of the Sea of Galilee, the capital city of 
Herod the Tetrarch. 4. Gadara, southeast of 
Tiberias, the capital of Perea. 5. Samaria, 
thirty-six miles north of Jerusalem, the ancient 
capital of the Ten Tribes, nominally the capital 
of Samaria. 6. Hebron, twenty-five miles 
south, Judah's ancient capital. 

VII. Church Centers. 

1. Jerusalem, the seat of the Jewish Chris- 
tian church, until its destruction. 2. Antioch, 
in Syria, the first great center of the Gentile 
Christian church. 3. Alexandria, in Africa, 
at the mouth of the Nile, the center of Greek 
Christianity and culture. 4. Babylon, the cen- 
ter of the "Jewish Dispersion," after the cap- 
tivity. Peter preached and wrote here. 5. 
Rome, the center of Latin Christianity, where 
Paul and Peter both preached and suffered 
martyrdom. 



Teacher Training Lessons. 45 



BIBLE STUDIES. 



Number Eighteen. 



Life of Christ. 

BLACKBOARD CIRCLE. 
Each quadrant a year of Jesus' ministry. 










THE FIVE PERIODS. 

Jesus Christ was born in Bethlehem of Judea 
in the month of December. B. C. 5, and suf- 
fered death under Pontius Pilate, in his thirty- 
fourth year, in the month of April A. D. 30. 
The chief events of his life, grouped according 
to our calendar years, are in five periods. 

1. The "Period of Preparation," from the 
Annunciation to Mary, in the Spring of B. C. 
5, to the Baptism of Jesus, January A. D. 27, 
the beginning of his public ministry. 

2. The -first year of his ministry, A. D. 27, 
commonly called the "Year of Obscurity," 
from the little that is recorded. 

3. The second year, A. D. 28, or the 'Year 
of Popularity," in which Jesus did most of his 



46 The Legion of Honor 



mighty works, and was in greatest favor with 
the people. 

4. The third year, A. D. 29, or the "Year of 
Opposition," marked by increasing hostility of 
Pharisees and priests. 

5. The fourth year, A. D. 30, or "Year of 
Death," including about four months, from 
January to May. 

I. Period of Preparation. 

Or the "Silent Years," from infancy to the 
age of thirty. Its principal events are: 1. An- 
nunciation to Mary. 2. Birth of Jesus. 3. 
Flight into Egypt. 4. The Child Christ in the 
Temple and in his Nazarene home, "growing 
in wisdom and in stature." 5. After eighteen 
unnoted years at Nazareth, the silence is brok- 
en by the herald of the Messiah, John the 
Baptist. 

II. The Year of Obscurity, A. D. 27. 

From the Baptism to the healing of the Nobleman's 
Son. 

Place. — Principally in Judea. 

Events. — 1. Baptism and Temptation. 2. 
First Miracle at Cana. 3. First Passover, at 
which the Temple was cleansed and His King- 
dom unfolded to Nicodemus. 4. Visit to Sa- 
maria. 5. Retirement in Galilee. Only two 
miracles and no parables are recorded. 

III. Year of Popularity, A. D. 28. 

From the Imprisonment of John to the Second 
Rejection at Nazareth. 

Place. — In Eastern and Southern Galilee. 

Events. — 1. John's imprisonment, the signal 
for the wider ministry of Christ. 2. Second 
Passover attended. 3. Tour of Galilee with 
four disciples. 4. The Twelve chosen, followed 
by Sermon on the Mount. 5. The Tour of the 
Twelve. 

Miracles. — The Impotent Man. The Centu- 
rion's Servant The Widow's Son. The Tem- 
pest Stilled and Gadarene Demoniac healed. 
Jairus' Daughter. 



Teacher Training Lessons. 47 



Parable s.— The eight "Lake Parables," be- 
ginning with the "Sower," the "Tares," etc. — 
the First Group of parables. 

IV. Year of Opposition, A. D. 29. 

From the death of John the Baptist to the death 
of Lazarus. 

Place. — In Northern Galilee, closing in Perea. 

Events. — 1. Death of John. 2. Circuit of 
Tyre, Sidon and Decapolis. 3. The Transfig- 
uration. 4. Tour of the Seventy. 5. Perean 
Ministry. 

Miracles. — Feeding Five Thousand. Syro- 
phcenician's Daughter. Lunatic Child. Man 
Born Blind. Infirm Woman. 

Parables. — Good Samaritan. Rich Fool. 
The Great Supper. Lost Sheep and Prodigal 
Son. Dives and Lazarus — of the Second 
Group. 

Two Feasts — Tabernacles in October, and 
Dedication in December — were attended. 

V. Year of Death, A. D. 30. 

From raising of Lazarus to Ascension, from Janu- 
ary to May. 

Place. — In Perea and Judea, principally. 

Events. — 1. Retirement at Ephraim. 2. Visit 
to Perea. 3. Entry in Jerusalem and Fourth 
Passover. 4. Trial before Caiaphas, Herod 
and Pilate. 5. Crucifixion, Resurrection and 
Ascension. 

Miracles. — Raising Lazarus. Ten Lepers. 
Bartima^us. Withered Fig Tree. High Priest's 
Servant. 

Parables. — Pharisee and Publican. The 
Pounds. Laborers in Vineyard. Ten Virgins. 
The Talents — of the Third Group, 



BLACKBOARD DRILLS, LESSONS 13 TO 15 



Drill 13. New Testament Books. 



I. Books. 
History, 5 books. 

P/ophecy, 1 book. 
Name in order. 

II. Writers. 

John 5. Matthew 1. 

Peter 2. Mark 1. 

Luke 2. James 1. 

Paul 14. Jude 1. 

All martyrs but John. 



III. When Written. 
A. D. 38 to A. D. 95. 
21 books before A. D. 66. 
6 books after A. D. 66. 
John's life — 27 books. 



IV. Why Written. 
tt'„* S Gospels — Christ. 
Hlst | Acts— Church. 
•P- „. \ Special, Doctrinal, 
Doct ' | General, Practical. 
Proph. Fluture Church. 



DriU 14. 

I. History. 
Antiquity — 5 facts. 
Names— -4 names. 
Rulers — 24 changes. 
Importance — Bible Hist. 



Holy Land. 

II. Geography. 
Extent— 3 facts. 
Surface — 4 levels. 
Fertility — 4 products. 
Climate — Varied. 



III. People. 
Number— 6 Mill., 200 Cities. 
4 Provinces— Aristo, Mixt. Shep., Mong. 
Occupations — 4 kinds. 
Government — Romans, Pilate, Herod. 



DriU 15. 


Holy City. 


I. Situation. 


III. Plan. 


4 Distances? 
Latitude? 
Elevation, 5 Mts. 
Polit— Cap. Sen. Syn. 


Size, 5x200,000. 
Shape, A B M O Z. 
Districts — 3. 
Buildings— 4. 


II. Surroundings. 


IV. History. 


3 Valleys. 
3 Walls. 
8 Gates. 
7 Sac. Places. 
Name all. 


Names — 2. 
Antiquity — 4,000. 
Change;. — 24. 
Mod. Jer.— 80,000. 



BLACKBOARD DRILLS, LESSONS 16 TO 18 



Drill 16. Holy Temple. 
I. History. II. Construction. 


Solomon's 1000, 400. 
Zerubbabel — 2nd. 
Herod's 3d. 
Omar, 1200. 
Describe each. 


Location. 
Platform. 
Materials. 
Furniture. 
Describe. 


III. Apartments. 




Courts— 4. 
Temple — 4 parts. 
Service — Twice daily 
Describe. 





Drill 17. Historic Places. 



I. Circle. 

Give names and distances. 

II. Mountains. 

Quar., Beat., Her., Calvary. 
Describe. 



III. Waters. 
Jord., Gal., Ked., Pools. 
2 Seas. 
Describe. 



IV. Homes. 

Beth., Naz., Cap., Bethany. 

V. Commercial. 

Jop., Gaza, Ptol., Tyre, 
Jer., Tib., Cap. 
Describe. 

VI. Capitals. 
Jeru., Caes., Tib., Gad., 

Sam., Heb. 
Describe. 



VII. Church Centers. 
Jeru., Ant., Alex., Baby., 
Rome. 
Describe. 



Drill 18. 


Life of Christ. 


Define 5 Periods. 


I. Preparation. 


IV. Opposition. 


5 Events. 

II. Obscurity. 
Time and Place. 
5 Events. 


Time and Place. 
5 Events 1 . 

5 Miracles. 

6 Parables. 
2 Feasts. 


III. Popularity. 


V. Death. 


Time and Place. 

5 Events. 

6 Miracles. 
8 Parables. 


Time and Place. 
7 Events. 
5 Miracles. 
5 Parables. 



The Legion of Honor 
BIBLE STUDIES. 



Number Nineteen. 



Last Days of Christ. 

I. The Last Week. 

From Friday, March 31, to Friday, April 7, A. D. 
30, inclusive. 

Friday— Arrival at Bethany from Perea. 

Saturday — The Jewish Sabbath, spent at 
Bethany. 

Sunday — Triumphal entry into Jerusalem. 

Monday — Second cleansing of Temple. 

Tuesday — Last teaching in the Temple. 

Wednesday — In retirement at Bethany. 

Thursday — After 6 o'clock p. m., the Pass- 
over, the Lord's Supper, visit to Gethsemane, 
betrayal and arrest. 

Friday, Passover Day — Trial and cruci- 
fixion. 

II. The Trial. 

Ecclesiastical. — 1. Examination by Annas, 
the deposed high priest. 2. Afterward by 
Caiaphas, the ruling high priest, and a part of 
the Sanhedrin — before dawn of Friday. 3. At 
dawn, the formal trial and condemnation as a 
blasphemer by the Sanhedrin, consisting of 
seventy chief priests, scribes and elders. 

Civil. — 1. In the early morning after the 
ecclesiastical trial, before Pilate, the Roman 
Governor, upon charge of treason, Pilate 
alone having power to put to death. 2. Before 
Herod Antipas, ruler of Galilee, then visiting 
Jerusalem, to whom Jesus as a Galilean was 
sent by Pilate. 3. Again before Pilate. Ad- 
judged innocent by both rulers, Pilate, through 
fear of the Jews, condemned Jesus to be 
scourged and crucified. 

III. The Crucifixion. 

1. The crucifixion was at the "place of a 
skull," "without the gate," and "nigh to the 
city." 2. Jesus was nailed to the cross about 
9 a. m., and died at 3 p. m., the hour of the 
evening Temple sacrifice. 3. Darkness was 
over all the land from noon until three o'clock, 
and death was attended by the rending in 



Teacher Training Lessons. 49 



twain of the great veil of the Temple and an 
earthquake that opened many graves from 
which the dead, after Christ's resurrection, 
came forth. 4. The dying words of Jesus — 
the "Seven Words of the Cross" — were in or- 
der as follows: (1) Of forgiveness for his 
enemies — "Father, forgive them, etc. ;" (2) Of 
comfort to the penitent thief — "This day shalt 
thou be with me, etc. ;" (3) Of filial love for 
Mary — "Woman, behold thy son ;" (4) Of infi- 
nite spiritual agony, as bearing in one supreme 
hour "the sins of the whole world" — "My God, 
my God, why hast thou forsaken me?" (5) Of 
suffering humanity — "I thirst;" (6) Of victory 
—"It is finished;" (7) Of dying trust in Gpd— 
"Father, into thy hands I commend my spirit." 

IV. The Resurrection. 

1. The body was buried before sunset by 
Joseph of Arimathea and Nicodemus. 2. It 
lay in the tomb the remainder of Friday, Sat- 
urday, and until dawn of Sunday — three days, 
according to Jewish reckoning. 3. The tomb 
was closed, sealed officially, and guarded day 
and night by Roman soldiers. 4. The resur- 
rection occurred at dawn of Sunday, April 9th, 
accompanied by a "great earthquake," and at- 
tended by the "angel of the Lord," who rolled 
away the stone and remained as sentinel at the 
tomb. 

V. The Forty Days. 

From Sunday, April 9, to Thursday, May 18. 

Eleven appearances of Jesus are recorded, 
the first five of which were on the resurrection 
Sunday, near or within Jerusalem : 1. To 
Mary Magdalene, near the tomb; 2. To "other 
women of Galilee;" 3. To Peter alone; 4. To 
two disciples going to Emmaus; 5. To the 
apostles (Thomas excepted), Sunday evening; 

6. To all the apostles the Sunday following; 

7. To seven apostles fishing in the Sea of Gali- 
lee; 8. To all the apostles on a mountain of 
Galilee; 9. To five hundred brethren at once; 
10. To James the less, the Lord's brother; 11. 
To all the apostles at the ascension from 
B-thany. 



SO The Legion of Honor 



BIBLE STUDIES. 



Number Twenty. 



Doctrines of Christ. 

{Space limits full citation of proof texts.) 

Christ's great germinal doctrines relate to 
Himself, to His Kingdom, to Providence, Sin, 
the Holy Spirit, Prayer, the Resurrection, the 
Final Judgment. 

I. As to Himself. 

i. His divinity — The Son of God. John 
5:18, 19. 2. His humanity — He was Son of 
Man. John 5 127. 3. His Messiahship — He was 
the Redeemer of prophecy. Luke 24 -.27. 4. 
His priesthood — His death would be expiation 
for sin. Mark 10:45. 5- His mission — To 
seek and to save the lost. Luke 19:10. 

II. His Kingdom. 

I. Its nature — a spiritual kingdom, ruling 
over the consciences of men. John 18:36, 37. 
2. Its extent — a universal kingdom, including 
all nations and time. Matt. 8:11. 3. Its sub- 
jects — those regenerated by the Spirit. John 
3:3. 4. Its laws — the Sermon on the Mount 
as its code, summarized by Christ in two great 
commandments. Mark 12:30, 31. 5. Its or- 
dinances — baptism with water, symbol of spir- 
itual induction into the kingdom, and the 
Lord's Supper, the memorial of the king. 
Matt. 28:19; Luke 22:19. 

III. Providence. 
1. A general Providence— bestowing bless- 
ings alike on the evil and the good. Matt. 
5 :44. 2. A special Providence — watching 
over the subjects of His kingdom. Matt. 
6:26. 3. A supreme authority over nature, 
and immediate control of its operations. 
Mark 4 :39. 4. An infinite knowledge of hu- 
man need, and daily provision for it. Matt. 
6:32. 5. The Christian duty of living beyond 
anxious thought for the morrow. Matt. 
6 -.25. 



Teacher Training Lessons. 51 

IV. Sin. 

i. Its universality — men naturally love dark- 
ness rather than light. John 3:19. 2. Its 
author — Satan, the source of all evil, physical 
and spiritual. John 8:44. 3. Its seat — in the 
heart of man. Matt. 15:19. 4. Its cure — a 
radical cleansing of the nature, making the 
tree good. Matt. 12:33. 5. Its punishment — ■ 
not necessarily here, but certain hereafter. 
Luke 13:3. 

V. The Holy Spirit. 

I. The personality of the Spirit — "He" will 
guide, teach, etc. John 16. 2. The Author of 
the new birth. John 3:8. 3. The Dispenser 
of power — specially to the apostles in work- 
ing miracles, commonly to true believers. 
John 7:39. 4. The supreme Guide, Teacher 
and Comforter of the church. John 14:16, 17. 
5. The Reprover of sins — convincing mankind 
of unbelief. John 16 :8. 

VI. Prayer. 

1. The common privilege of all men. Luke 
18:9-14. 2. A certain answer to every true 
believing prayer. John 14:13. 3. "Abiding 
in Christ" the condition of effectual prayer. 
John 15:7. 4. The special efficacy of united 
and importunate prayer. Matt. 18:19. 5. 
Immediate answers not always bestowed. 
Luke 18:1. 

VII. The Resurrection. 

1. A universal resurrection of the evil and 
the good. John 5:28, 29. 2. A literal resur- 
rection of the body. John 5 :28. 3. A condi- 
tion of being like that of angels. Matt. 22:30. 
4. Christ the author of the resurrection. John 
11:25. 5. An intermediate state for the spirit 
at death. Luke 23 :43. 

VIII. The Judgment. 

I. Christ the final Judge of all created be- 
ings. Matt. 25:31, 32. 2. The judgment shall 
be according to the measure of light in this 
life. Luke 12:48. 3. The rewards — everlast- 
ing life to the righteous, and everlasting pun- 
ishment to the wicked. Matt. 25:46. 4. The 
time hidden from all except the Father. Mark 
13:32. 5. No second probation. Luke 16:26. 



52 The Legion of Honor 

BIBLE STUDIES. 



Number Twenty-one. 



The Great Teacher. 

I. His Example. 
i. His own Life. — He made this the supreme 
test of his teaching. He pointed to Himself 
as "the way, the truth and the life." What He 
did was the embodiment of what He said. 

2. His Growth. — The limitations of human 
study were upon Him as upon us. "He in- 
creased in wisdom" — both intellectually and 
spiritually. He studied the Scriptures, society, 
government, natural phenomena. 

3. His Prayerfulness. — "All night," "a great 
while before day," the Great Teacher was 
wont to pray. His prayerfulness was not for 
our example's sake only, but was the source of 
His power and the secret of His strength. 

4. His Activity. — "He went about doing 
good."_ No moments were unimproved, or op- 
portunities unused. "Wist ye not that I must 
be about my Father's business?" and "I must 
work the works of Him that sent me while it 
is day," reveal the secret of His activity. 

II. His Characteristics. 

1. Authority. — "He spake as one having au- 
thority and not as the scribes." His own 
human spirit had tested the great spiritual 
truths He taught, therefore He could say to 
Nicodemus, "We speak that we do know, and 
testify that we have seen." 

2. Plainness. — "The common people heard 
him gladly." They understood his simple 
speech. The Sermon on the Mount is intelli- 
gible to a boy of twelve. The teacher who 
makes plain the truth will always be gladly 
heard. 

3. Directness. — The teachings of Christ 
were aimed directly at the heart. His simple 
purpose was to save the soul. He taught to 
save, and to save only. "Ye shall know the 
truth, and the truth shall make you free." 

4. Earnestness. — There is record of Christ's 
tears, but none of his laughter. With the 



Teacher Training Lessons. 53 

vision of heaven and hell open before his eyes, 
the salvation of a soul was of infinite worth. 
"Them that thou gavest me I have kept, and 
none of them is lost but the son of perdition." 
5. Compassion. — "He was moved with 
compassion." For the penitent, his words were 
full of tenderness. He wept over the city 
soon to crucify him. His pity and sympathy 
drew to him the suffering and the sinful. His 
last prayer was for his executioners. 
III. His Methods. 

1. By Questioning. — Christ's teaching was 
largely catechetical. From a boy he was 
among the doctors, "hearing them and asking 
them questions." He tested, aroused, and 
taught by questioning. He encouraged ques- 
tions, and often answered one question by 
another. His questions were direct, personal, 
incisive. His questioning will ever be the ideal 
method of the Sunday-school. 

2. By Illustration. — "Without a parable spake 
he not." He taught concretely. He knew 
how hard it is to understand spiritual truth 
without material illustration. His illustra- 
tions were familiar, homely, suggestive. He 
used the simple incidents and objects of com- 
mon life. Water, bread, the lily, the birds, 
the grass, the houses and streets, were made 
to light up his teachings. 

3. By Personal Contact. — He knew its power. 
He was the Good Shepherd, and "knew his 
sheep by name, and was known of them." He 
won the Samaritan woman by a personal ap- 
peal. He dined with Zaccheus in the crisis of 
the publican's life. He knew Peter's weakness, 
and prayed personally for him. He set on 
high the pastoral function of the teacher. 

4. By Use of Scriptures. — "Have ye not read 
in the Scriptures?" His discourses were satu- 
ratedwith the Old Testament Scriptures. He 
questioned from them, and drew from them 
incident and illustration. He explained one 
passage by another, and delighted his hearers 
by his clear and beautiful exposition. Master 
of all learning, the Great Teacher held himself 
and his disciples to the one sacred Book. 



54 The Legion of Honor 

BIBLE STUDIES. 



Number Twenty-two. 



The Great Apostle. 

Paul, the great apostle, is the connecting 
link between Christ and the Christian Church. 
I. His Preparation. 

Birth. — i. Paul was born some six years 
after our Savior, in Tarsus, a Greek city of 
Asia Minor, 350 miles north of Jerusalem. 2. 
He was of pure Hebrew blood, of a family 
evidently wealthy, and possessed of civic Ro- 
man rights. 

Education. — His training, begun in the fa- 
mous Greek schools of Tarsus, was completed 
at Jerusalem under the celebrated Gamaliel. 

Religion. — 1. Paul was a Pharisee of "the 
straitest sect," and a relentless persecutor of 
Christianity. 2. His conversion, 38 A. D., 
and his call to the apostleship were miracu- 
lously attended, and were followed by three 
years' retirement in Arabia, where he received 
direct revelation from Christ. 3. He was 
between thirty-five and forty years old at the 
beginning of his apostolic work. 

II. Missionary Journeys. 

Driven from Jerusalem, after preaching in 
Tarsus, he fixed his apostolic headquarters at 
Antioch, 300 miles north of Jerusalem, making 
it the centre of Gentile Christianity. 

First Missionary Journey, 48 A. D., lasting 
two years. 1. The route was through Cyprus 
and Asia Minor, thence, returning to the fa- 
mous Jerusalem Council, 50 A. D., where 
through his efforts the formal opening of the 
door of the Christian Church to Gentiles was 
decreed. 2. Its notable event was the organ- 
ization of the first four Gentile Churches of 
Asia Minor. 

Second Missionary Journey, 51 A. D., last- 
ing 3 years. 1. The route was through Asia 
Minor, thence to the four great European cap- 
itals of Phillipi, Thessalonica, Athens and 
Corinth. 2. The chief event was the planting 
of Christianity in Europe. 



Teacher Training Lessons. 55 



Third Missionary Journey, 54 A. D., lasting 
four years. I. The route was again through 
Asia Minor, thence to Ephesus, the metropolis 
of Asia, and to Corinth and other European 
cities. 2. The principal event of this journey 
was the establishment of Asiatic and European 
churches already organized. 

Returning to Jerusalem, 58 A. D., Paul was 
arraigned for heresy before the Sanhedrin, 
sent to Cesarea, the Roman provincial capital, 
imprisoned two years, tried before Felix, Fes- 
tus, and Agrippa, and finally conveyed in 
bonds to Rome, where he was imprisoned two 
years under the Emperor Nero. 

Fourth Missionary Journey, 63 A. D., last- 
ing three years. 1. Released by Nero, he 
journeyed to Macedonia and Spain, and was 
again a prisoner in Rome. 2. He was behead- 
ed near Rome, on the "Ostian Way," by the 
Emperor Nero, in the year 66 or 67 A. D., 
aged about sixty-five years. 

III. His Doctrines. 
His great doctrines centre about the follow- 
ing: 1. The universality of the Christian 
faith, for Jew and Gentile alike. 2. Justifica- 
tion by faith its great essential. 3. The ful- 
fillment in Christ of Jewish prophecy and sac- 
rifices. 4. The resurrection of Christ funda- 
mental to Christianity. 5. The second coming 
of our Lord. 

IV. His Epistles. 

To this splendid classical scholar was com- 
mitted the writing of fourteen of the twenty- 
one doctrinal Epistles, as follows: 

Name. A.D. Place. Central Thought. 

Romans. 58 Corinth. Justification by Faith. 

1 Corinthians. 57 Ephesus. Lr-K^^*^ T*t,:„«. 

2 Corinthians. 57 Macedonia, f Chnstian Ethlcs - 
Galatians. 57 Corinth. Christian Liberty. 
Ephesians. 62 Rome. Christian Unity. 
Philippians. 62 Rome. Christian Liberality. 
Colossians. 62 Rome. Christ's Supremacy. 

1 & 2 Thess. 52 Corinth. Christ's Second Coming. 

1 Timothy. 65 Macedonia, j. The christian Ministry-. 

2 Timothy. 66 Rome. ) 

Titus. 65 Macedonia. Church Government. 

Philemon. 63 Rome. Christian Fraternity. 

Hebrews. 63 Rome. Christ's Priesthood. 



56 The Legion of Honor 

BIBLE STUDIES. 



Number Twenty-three. 



Early Christian Church. 

The history of the early Christian church 
divides itself chronologically into five periods. 

I. Period of Preparation. 

Or the Introduction to Christianity. 

Five conditions were favorable to the intro- 
duction of Christianity: I. A universal expec- 
tation of the Messiah. 2. The prevalence of 
peace throughout the world at the Advent. 3. 
Roman supremacy over all lands. 4. The 
common use of the Greek language every- 
where. 5. The dispersion of the Jews, with 
their scriptures, synagogues, and monotheistic 
worship. 

II. Period of Organization. 

Or the Foundation of Christianity. 

From the birth of John the Baptist, B. C. 5, 
to Pentecost, A. D. 30. The principal events 
were : 1. The preaching of John, "preparing 
the way of the Lord." 2. The personal min- 
istry of Christ, extending repeatedly into the 
four Jewish provinces. 3. The ordination of 
the twelve apostles, as immediate organizers 
of the church. 4. The mission of the seventy, 
as the first Christian evangelists. 5. The final 
commission of the risen Lord (Matt. 28: 19) 
extending Christianity "to all nations." 

III. Period of Transition. 

Or Expansion from Jewish to Gentile Christianity. 

From Pentecost, A. D. 30, to Jerusalem 
Council, A. D. 50. 1. The organization at 
Jerusalem, on the day of Pentecost, of the 
first Jewish-Christian church. 2. A. D. 37, 
the first Christian persecution, directed by the 
Sanhedrin, resulting in the extension of the 
Gospel to Samaria, to Antioch and other Asia- 
tic cities. 3. At Cesarea, A. D. 40, the admis- 
sion by Peter of Cornelius and his house as 
the first Gentile Christians. 4. At Antioch, A. 



Teacher Training Lessons. 57 

D.~"457by" Barnabas and Paul, the organization 
of the first Gentile Christian church. 5. At 
Jerusalem, A. D. 50, the famous Council which 
decreed that Gentiles could be Christian with- 
out observing Jewish rites. 

IV. Period of Extension. 

Or Development of Christianity under the Apostles. 
From the Jerusalem Council, A. D. 50, to 
death of John, A. D. 100. 1. During this 
period, Christianity was established in the 
great capitals of Asia, Europe and Africa, as 
follows: By Paul, in Asia Minor and Europe; 
by Peter in Babylon, among the Jews of the 
dispersion; by John, in Western Asia; by 
Mark, at Alexandria in Africa; by the other 
apostles, according to tradition, in other Asi- 
atic provinces. 2. A. D. 62, the final Jewish 
rejection of Christianity resulted, at Jerusa- 
lem, in the death of James the Just, pastor of 
the mother church. 3. A. D. 66, during the 
first pagan persecution, Paul and Peter suf- 
fered death at Rome. 4. A. D. 70, occurred 
the destruction of Jerusalem and the extinc- 
tion of the Jewish nationality. 5. John, the 
last living apostle, ruled the churches until A. 
D. 100, dying at Ephesus. 

V. Period of Persecution. 

Or the Triumph of Christianity over Paganism. 

From death of John, A. D. 100, to conver- 
sion of Constantine, A. D. 321. 1. Ten impe- 
rial persecutions marked the first three Chris- 
tian centuries, the severest being those of Nero 
and Domitian in the first, Aurelius in the sec- 
ond, and Diocletian in the third century. 
Hundreds of thousands suffered martyrdom. 
2. The causes were the greed of idolatrous 
priests and popular hostility to pure Christian 
morality. 3. At the close of the third cen- 
tury, Christianity was firmly planted in every 
great city of the world, extending as far north 
as Britain. 4. A. D. 321, the first Christian 
Emperor Constantine, closed the pagan tem- 
ples, and decreed that Christianity should be 
the religion of the Roman Empire. 



58 The Legion of Honor 

BIBLE STUDIES. 



Number Twenty-four. 



Christian Evidences. 

I. Prophetic Evidence. 

i. The Christ of the New Testament is the 
exact fulfillment of Jewish Messianic proph- 
ecy, as to lineage, birth-place, time, character, 
sufferings, death, etc. 2. Josephus, a Jewish, 
and Tacitus, a pagan historian, both of the 
first century, assert that their age, and espe- 
cially the Jewish nation, were expecting the 
Advent at the time when Christ came. 3. 
These writers further establish the historical 
nientity of Christ as one who "suffered death 
in the reign of Tiberius under Pontius Pilate." 
4. The memorable prophecy (Gen. 49:3, 10) 
that "Shiloh should come before the sceptre 
should depart from Judah/' if not fulfilled in 
Jesus Christ, is impossible of fulfillment. The 
sceptre has departed, Jewish nationality and 
genealogical records are extinct. 

II. The Life of Christ. 

1. The personage of Christ is unique in his- 
tory — of royal lineage, born of a virgin, son of 
a carpenter, without master or books, rising 
out of bigoted Jewish environment, convulsing 
his nation by a ministry of only three years, 
persecuted by ecclesiastical and civil authority, 
dying as a malefactor at thirty-three, raised 
from the dead and seen by above five hundred 
witnesses, worshipped by millions of saints for 
nineteen centuries. 2. The character of Christ, 
in its unapproachable purity and majesty, is 
the highest evidence of His Divinity. 3. The 
teachings of Christ, incomparably simple and 
powerful, have turned the currents of history 
and filled the world. 4. The miracles of 
Christ, unlike other alleged miracles, were 
wrought in the presence of multitudes, under 
every circumstance of publicity, and upon 
every variety of subject, and were conceded 
to be genuine by his enemies. 

III. The New Testament Writers. 

1. These mainly were Jewish peasants. 2. 



Teacher Training Lessons. 59 



They record, as from his lips, the teachings of 
Christ, and assert as eye-witnesses his miracles, 
especially the great miracle of the resurrec- 
tion, declaring that they saw, ate, and con- 
versed with Christ after his death on the 
cross. 3. In peril of life, they boldly preached 
the resurrection in the city where Jesus a few 
days before was crucified. They were be- 
lieved by thousands of Jews, and there they 
founded the first Christian church. 4. In sup- 
port of their miraculous story they voluntarily 
entered upon lives of extreme self-denial and 
persecution, dying as martyrs to its truth. 5. 
If bad men, it is inconceivable that they could 
have forged a life so holy, and died for doc- 
trines that condemned their vices. They must 
have been good men. 

IV. Direct Historic Evidence. 

1. The authenticity of the New Testament 
Scriptures was unquestioned by the contempo- 
raries and successors of the Apostles. 2. Their 
genuineness is established by the catalogue of 
Marcion the heretic, A. D. 170, which gives the 
canon substantially as now ; by the Peshito and 
Italic Versions of the second and third cen- 
turies; and by a mass of direct quotations 
from the New Testament in works now ex- 
tant of the Christian Fathers of the first four 
centuries. 3. Roman pagan writers of the first 
and second centuries, notably Pliny and Sue- 
tonius, testify to the sufferings, purity, stated 
worship and belief in the divinity of Christ, by 
Christians of their day. 4. Celsus, Porphyry 
and Julian, active pagan opposers of Chris- 
tianity of the second, third and fourth centu- 
ries, respectively, concede the authenticity and 
genuineness of the New Testament writings, 
while ascribing to magic or evil powers the 
miracles of Christ. 

V. The Christian Life. 

Christianity in human experience is its 
crowning evidence: 1. By its transforming 
power over vicious lives. 2. Its civilizing in- 
fluence upon human society. 3. Its unfailing 
support to the distressed. 4. Its victory over 
man's most dreaded enemy, death. 



BLACKBOARD DRILLS, LESSONS 19 TO 21 



Drill 19. 

I. Last Week. 
Last 8 days. 
Time. Place. 
Each day's event. 

II. Trial. 
Ecc. Trial, 3 parts. 
Civ. Trial, 3 parts. 



Christ's Last Days. 

III. Crucifixion. 
Time and Place. 
Order of Events. 
"The 7 Words." 

IV. Resurrection. 
Burial, 3 days. 
Guard, resurrection. 



V. Forty Days. 

1st Sunday, 5 appearances. 
2nd Sunday, 6th appearance. 
Later, 7th to 10th appearance. 
11th, Ascension. 



Drill 20. Doctrines of Christ. 


I. Himself. 


V. Holy Spirit. 


5 Doctrines. 


5 Doctrines. 


II. Kingdom. 


VI. Prayer. 


5 Doctrines. 


5 Doctrines. 


III. Providence. 


VII. Resurrection. 


5 Doctrines. 


5 Doctrines. 


IV. Sin. 


VIII. Judgment. 


5 Doctrines. 


5 Doctrines. 


Name each doctrine in order. 



Drill 21. Great Teacher. 

I. Example. II. Crucifixion 

Life. Growth. Authority. Plainness. 



Prayer. Activity. 



Directness. Earnestness. 
Compassion. 



III. Methods. 

Questioning. 
Illustration. 
Contact. 
Scriptures. 
Define each point in order. 



BLACKBOARD DRILLS, LESSONS 22 TO 24 



Drill 22. 

I. Preparation. 
Birth, 4 facts. 
Education, 2 facts. 
Religion, 4 facts. 



Great Apostle. 

III. Doctrines. 
Faith Univ. Just, by P. 



Ful. in Christ. Resurrection. 
2nd coming. 



II. Journeys. 
1st. 2Yrs. A. M.,4Ch. 
2nd. 3Yrs. Eu., 3 Ch. 
3rd. 4 Yrs. A. M. & E. Review. 
4th. 3 Yrs. S. & M. and Death. 



IV. Epistles. 

Names in order. 
Time and Place. 
Central Thought. 



Drill 23. Christian Church. 

Define the 5 Periods. 
I. Preparation. III. Transition. 

Expectation. Peace. 1st J. C. Church. 1st Persecu. 

Supremacy. Language. 1st Gent. Christ. 1st Gent. Ch. 
Dispersion. Council of A. D. 50. 



II. Organization. 
John B. Christ's Min. 
12 Apost. Seventy. 
Commission. 



IV. Extension. 
Capitals. Jew, Reject. 
Death P. & P. Jeru. destroyed. 
John, 100 A. D. 



V. Persecution. 
10 Persecutions. Causes 2. 
3d Century. Constantine. 



Drill 24. Christian Evidences. 

I. Prophetic. III. N. T. Writers. 

Fulfillment. Expectation. Peasants. Eye- Witnesses. 



Identity. "Shiloh. 

II. Life of Christ. 
Personage. Character. 
Teachings. Miracles. 



Preachers. 
Good Men. 



Martyrs. 



IV. Hist. Evidence. 
Authenticity. Genuineness. 
Pagan Writers. Pagan Opposers. 



V. Christian Life. 
Trans. Pow. Civ. Inf. 
Unf. Sup. Vict, over Death. 



60 



The Legion of Honor 



BIBLE STUDIES. 



Number Twenty-five. 



Bible Summary. 

1. THE OLD TESTAMENT. 

I. The Pentateuch: 



Book. 


Wbiteb. 


Time 
B.C. 


Subject. 


Genesis. 

Exodus. 

Leviticus. 

Numbers. 

Deuteronomy. 


Moses. 


4004 
1635 
1490 
1490 
1451 


Chosen Family. 
Chosen Nation. 
Jewish Church. 
Nation Tested. 
Jewish Code. 



II 


The Histoeical Books. 


Joshua. 


Joshua. 


1451 


Conquest. 


Judges. 


Samuel. 


1425 


Fifteen Judges. 


Ruth. 


Samuel. 


1322 


Christ's Ancestress. 


1-2 Samuel. 


J Nathan, Gad, i 


1171 


The Monarchy. 


1-2 Kings. 
1-2 Chron. 


}■ Jeremiah, < 
\ et al. 1 


1015 
1056 


[ Divided Kingdoms 


Ezra. 


Ezra. 


536 


Restoration. 


Nehemiah. 


Nehemiah. 


446 


Reformation. 


Esther. 


Mordecai 


521 


Jew in Exile. 



III. The Poetical 


Books. 


Job. 


Moses. 


1520 


Providence. 


Psalms. 


David et al. 


1056 


Devotion. 


Proverbs. 


| I 


1000 


Wisdom. 


Ecclesiastes. 


>• Solomon. < 


977 


Happiness. 


Song. 


I \ 


1014 


Religion. 



IV. The Gbeateb Pbophets. 



Isaiah. 


Isaiah. 


760 


Messianic Kingdom 


Jeremiah. 
Lamentations. 


f Jeremiah j 


629 

588 


j- Doom of Judah 


Ezekiel. 


Ezekiel, 


595 


Restoration. 


Daniel. 


Daniel. 


607 Messianic Triumph 



V. 


The Lessee Pbophets. 


Hosea. 




785 


Kingdom of Israel. 


Joel. 




800 


Kingdom of Judah. 


Amos. 




787 


Kingdom of Israel. 


Obadiah 




587 


Edom. 


Jonah. 




862 


Nineveh. 


Micah. 


The 


750 


Israel and Judah. 


Nahum. 


Prophets. 


713 


Assyria. 


Habakkuk. 




626 


Chaldea. 


Zephaniah. 




630 


Kingdom of Judah. 


Haggai, 




520 


Christ's Coming. 


Zechariah. 




520 


Christ's Kingdom. 


Malachi. 




397 


Christ's Advent. 



NOTE.— Tlie " time " quoted above follows the chronology of 
the Oxford Teachers' Bible, and much of it is conjectural. The 
year given in each case marks the beginning of the subject- 
matter of the book. 



Teacher Training Lessons. 



61 



THE NEW TESTAMENT. 
I. The Foub Gospels. 



Book. 


Writer. 


Time 
A.D. 


Subject. 


Matthew. 
Mark. 
Luke. 
John. 


Matthew. 
Mark. 
Luke. 
John. 


38 
62 
63 

80 


Son of David. 
Son of God. 
Son of Man. 
God-Man. 



II. The Book of Acts. 



1 64 I The Early Church 



The Acts 



I Luke 



III. 


The Pauline Epistles 


Romans. 




57 


Justification by Faith 


1 Corinthians. 

2 Corinthians. 




57 
57 


j- Christian Ethics. 


Galatians. 




57 


Christian Liberty. 


Ephesians. 




62 


Christian Unity. 


Philippians. 




62 


Christian Liberality. 


Colossians. 


Paul. 


62 


Christ's Supremacy. 


1 Thessalonians. 

2 Thessalonians 




53 
53 


j- Christ's Coming. 


1 Timothy. 

2 Timothy. 




65 
66 


j- Christian Ministry. 


Titus. 




65 


Church Government. 


Philemon. 




62 


Christian Fraternity. 


Hebrews. 




66 


Christ's Priesthood. 



IV. The General Epistles. 



James. 

1 Peter. 

2 Peter. 

1 John. 

2 John. 

3 John. 
Jude. 



James. 
[ Peter. 



hJohn. 
Jude. 



90 
66-70 



Christian Works. 



Christian Fortitude. 



Christian Assurance 
Christian Orthodoxy 
Christian Hospitality. 
Christian Loyalty 



V. The Book of Prophecy. 



Revelation. | John. 



I 96 I Christ and Antichrist 



NOTE.— The time above noted refers to date of writing of 
the book. Though more nearly denned than Old Testament 
chronology, New Testament dates are largely conjectural. 



62 



The Legion of Honor 



NEW TESTAMENT HISTORY 




Teacher Training Lessons. 63 



PART TWO. 



Twenty-five Studies on Sunday 
School Principles and Methods. 



64 The Legion of Honor 

SUNDAY SCHOOL STUDIES. 



Number One. 



Sunday School History. 

I. Foundation. 

1. The modern Sunday-school was the 
product of all prior experiment in the reli- 
gious instruction of youth — the synagogue, 
the catechumen class, the parochial school, 
and the schools of the Reformers — Luther, 
Calvin, Knox, Wesley and others. 

2. Its modern form dates back to Glou- 
cester, Eng., in 1780, under Robert Raikes, a 
philanthropist, whose purpose was the teach- 
ing of the factory children on the Sabbath. 

3. The Raikes school was strictly a "mis- 
sion" school in plan and purpose, made up 
of children of the very poor and ignorant, 
who were taught spelling, reading, catechism 
and Bible memorization by paid women. 

4. These schools multiplied in the factory 
cities, and became the precursor of Bible and 
tract societies and public schools, and also 
an effective auxiliary to the English Refor- 
mation. 

5. Opposed by English and American 
Churches, the Sunday-schools nevertheless be- 
came popular though under the handicap of paid 
teaching. In 1785 Wesley enjoined his teachers 
not to teach "for filthy lucre," and was the 
first great leader to introduce unpaid Sunday- 
school teaching. 

II. Extension. 
1. The first distinctive American Sunday- 
school was organized in 1786 in Hanover 
County, Va. After it came, in 1787, a school 
for negro children conducted at Charleston, 
S. C, by a Methodist preacher; then Katy 
Ferguson's school for street waifs in New 
York city in 1793, and Salter's for his factory 
children at Pawtucket, R. L, in 1797. Thus 



Teacher Training Lessons. 65 

far the Sunday-school was outlawed by most 
of the Churches. 

2. The earliest general S. S. Society was 
the American S. S. Union, organized by six 
denominations in 1824, at Philadelphia, for the 
purpose of planting Sunday-schools and pro- 
viding suitable literature. 

3. The earliest inter-denominational State 
S. S. Associations were, in order, Massachu- 
setts in 1856, New York and Connecticut in 
1857, Illinois in 1859. The oldest city Asso- 
ciations probably were New York, Philadel- 
phia and Quebec. 

4. The first "National S. S. Convention" 
was held in Philadelphia in 1832, the second 
in 1833; then after 26 years in 1859; then in 
1869. Since 1869 it has been held triennially. 
In 1875 it became the "International," includ- 
ing all North America. 

5. The first "World's S. S. Convention" 
was held in London in 1889; the second in St. 
Louis in 1893; the third in London in 1898; 
the fourth in Jerusalem in 1904; the fifth in 
Rome in 1907. Nearly every country on the 
globe is an organized part of it, and it now 
enrolls about thirty million scholars. 

III. Improvement. 

1. Bible memorization and the catechism 
were exclusive methods of the Sunday-school 
for more than a generation after Raikes. 

2. The reform began with the "Limited 
Lessons" of the American S. S. Union, a five 
years' course of Bible questions and answers. 

3. In 1865, in Chicago and the West, Rev. 
J. H. Vincent and B. F. Jacobs entered upon 
a notable campaign for S. S. improvement, 
beginning with Vincent's "Two Years with 
Jesus," a signal advance upon all previous 
efforts. 

4. In 1872, at Indianapolis, after much op- 
position and debate, the Fifth National Con- 
vention adopted the "Uniform Lesson." the 



66 The Legion of Honor 

joint work of Vincent and Jacobs especially. 
A Lesson Committee of ten was appointed to 
select Bible lessons for the world. Later the 
number was increased to fifteen, represent- 
ing the leading Protestant churches of 
America. 

5. In 1908, after a generation of trial and 
great progress, the Twelfth International 
Convention, at Louisville, instructed its Lesson 
Committee, while continuing the uniform les- 
son selections, to put forth an optional series 
of graded lessons. 

6. During the past twenty-five years of 
progress, most of the modern and effective 
methods of the Sunday-schools of today have 
been introduced, in order, as follows: Chil- 
dren's Day, from the Methodist church ; Rally 
Day, from the Presbyterian; the Home De- 
partment, by Dr. W. A. Duncan of the Con- 
gregational; Teacher-Training in the organ- 
ized work, by the Illinois S. S. Association ; 
Decision Day, through the Indiana Associa- 
tion; the modern Primary Department and 
Cradle Roll, by the New Jersey Association. 

Into all churches and lands these methods 
have entered. 



Teacher Training Lessons. 67 

SUNDAY SCHOOL STUDIES. 



Number Two. 



Sunday School Organization. 

I. Membership. 
The Sunday-school is the Church studying 
and teaching the Word of God. If this defini- 
tion be true, it defines also the membership 
of the School and gives to the entire body of 
the Church a place and duty in it. Those who 
should attend are : 

1. The pastor, the "overseer" of the Church, 
who is specially and divinely charged with 
the religious care and instruction of the 
young. No man is worthy his place as a 
pastor who is not a vital part of the Sunday- 
school organization. 

2. The church officers, who cannot afford 
to neglect the chief recruiting and training 
department of the Church ; and who cannot 
govern the Sunday-school wisely unless they 
personally attend it. 

3. The church members, who are as much 
bound to attend the school of the Church as 
its prayer and preaching services, both for 
their own need and for example's sake to the 
young. 

4. The young people, meaning the big boy 
and girl and the young man and woman, for 
whose special need the great modern organ- 
ized class movement in several forms has 
been raised up by Providence. 

5. The children, who come gladly and lov- 
ingly, and for whom everything should be 
provided that will make the school a delight. 

6. The non-churchgoers, who, with their 
children, can be most easily brought into the 
Kingdom by way of the Sunday-school. 

7. The home department, for all who can- 
not (or have not) become members by per- 
sonal attendance. This includes in every com- 
munity many persons who need to become, 



68 The Legion of Honor 

and could be moved to be, pledged Bible 
students. 

II. Control. 
This is vested in the Church, the Sunday- 
school having neither scriptural nor histori- 
cal place except as the Church's loyal and 
obedient servant. 

1. The spiritual control is chiefly in the 
pastor, who is responsible for the soundness 
of its teachings and the character of its 
teachers. 

2. The financial control should be in the 
officers of the Church, who should amply 
equip and maintain the school, and not com- 
pel it to pay its own expenses. 

3. The executive control is in the super- 
intendent, and his staff of officers, who should 
be trained for their work, and retained ac- 
cording to their faithfulness. 

4. The appointive power should be accord- 
ing to church rule or usage, and should not 
depend upon the school, which ought not to 
choose its officers and teachers. 

5. The officers of the average Sunday- 
school (there being two to each position in 
order that one may supply the absence of the 
other), should be as follows: 

Visitors, Ushers, Secretaries, Treasurers, 
Librarians, Musicians, Teachers, Superin- 
tendents, Pastor. 

III. Departments. 

Every Sunday-school, large or small, should 
maintain the following departments of work: 

1. Visitation, to secure, and to reclaim 
scholars, working constantly and systemat- 
ically. 

2. Reception, to receive, classify, and 
properly care for all who attend. 

3. Statistical, for enrollment, records and 
reports to school and home, after the finest 
business methods. 



Teacher Training Lessons. 69 

4. Financial, to plan and foster systematic 
giving, and to cultivate and record individual 
giving, and not competitive class giving. 

5. Musical, to unite, lead, drill and train 
the school in congregational singing. 

6. Library, for the selection and wise 
adaptation of the best reading for young 
people, and for the distribution and preserva- 
tion of all school "helps." 

7. Instruction, with its reserve class from 
which are drawn supply teachers for tem- 
porary need; its teacher-training class of 
chosen young people in pledged preparation 
to fill permanent places in the teaching corps; 
and the teachers' meeting to stimulate and 
train the present corps of teachers in the 
teaching of the weekly lessons. 

8. Supervision, consisting of the superin- 
tendent in chief and at least a platform and a 
floor assistant; together with a wise and 
watchful pastor, who sees and hears every- 
thing, but does not meddle. 



70 The Legion of Honor 

SUNDAY SCHOOL STUDIES. 



Number Three. 



Sunday School Grading. 

I. Essentials. 

A graded Sunday-school, though yet rare, 
is more and more in demand, and Sunday- 
school grading and a graded course of les- 
sons are now prominent and vital subjects of 
study. 

The essential or at least distinctive features 
of a graded Sunday-school are as follows: 

1. A fixed number of grades or depart- 
ments, and a definite term of years assigned 
to each grade. 

2. A fixed succession or "round" of classes 
within each grade, through which scholars 
must pass in order to promotion. 

3. A fixed basis and method of promotion 
from class to class and especially from grade 
to grade, with a test wholly or partly educa- 
tional and an annual or other Promotion 
Day. 

4. A fixed assignment to grades of the 
teachers, who may be advanced within the 
grade but not out of it 

5. A graded course of lessons for at least 
the four principal grades of the Sunday- 
school; or, if the Uniform Lesson continue 
as heretofore in all grades, a more careful 
grading of teachers' and scholars' study helps, 
with an additional course of supplemental 
lessons adapted to all grades. 

II. Grades. 

The term grade is used as more accurate 
than that of "department" in speaking of the 
greater divisions of the Sunday-school. 

In a graded Sunday-school the grade* 
should be at least four in number, viz.: 



Teacher Training Lessons. 71 

1. The Primary, which commonly includes 
the period from birth to nine years of age, 
and is composed of three divisions — The 
Cradle Roll, for the first three years of life; 
the Beginners, from three to six years of 
age, who are the non-reading division of the 
Primary; and the Primary proper, from six 
to nine years. 

2. The Junior, composed of boys and girls 
from nine to twelve years, as graduated into 
it annually from the Primary Grade. A 
separation as to sex is best in this period. 

3. The Intermediate, from twelve to six- 
teen years, the period of adolescence and the 
well-known transitional period, the most 
perilous place for Sunday-school "leakage." A 
better designation of this period would be 
the "middle grade." 

4. The Senior, in two divisions, consisting 
of the "Young People," from 16 to 20 years; 
and the "Adult," for all of 21 and over. It 
is in this period that the "organized class" 
movement is most serviceable. 

III. A Graded Course. 

The Sunday-school cannot be graded either 
in its pupils or its subject matter of study 
as strictly as the secular school; but it may 
transfer and adapt from the latter some of its 
best features. 

If a Sunday-school would become a graded 
school, the following suggestions are timely: 

1. Appoint a capable committee on grad- 
ing, and have it plan all details, arrange or 
adapt a course of study, classify all scholars, 
assign all teachers, conduct examinations and 
make promotions. 

2. Recognize as a basis the existing classi- 
fication of the public school, and group ac- 
cordingly. 

3. Consult the good of the school rather 
than the caprice of the scholar in determin- 
ing his class. 



72 The Legion of Honor 

4. Promote with honors when the grade 
work is done; without honor if not done. 

5. Make much of diplomas and Promotion 
Sunday. 

6. Use the scheme of graded lessons put 
forth by the International Lesson Committee 
and thus keep pace with many Sunday-schools. 
The plan is as follows: 

a. A Beginners' two-years' course. 

b. A Primary three-years' course. 

c. A Junior four-years' course. 

d. The Uniform Lesson, or a graded four- 

years' course for Intermediates. 

e. A Senior three-years' course. 

f. After these, a course for adults. 



Teacher Training Lessons. 73 

SUNDAY SCHOOL STUDIES. 



Number Four. 



The Sunday School Officers. 

Four points should be considered in their se- 
lection: (i) Fitness, spiritually and intellectu- 
ally, not church "policy," should be the sole 
test; (2) Civil service should obtain in pro- 
moting those _ faithful to the school and con- 
versant with its methods; (3) Their selection, 
as. a rule, cannot safely be committed to the 
school; (4) Every office, including the teach- 
er's, should be renewed annually as a precau- 
tion against continued inefficiency. The list of 
officers varies with the school; the following 
is suggestive only: 

I. The Usher. 

He waits at the entrance to the school: I. 
To greet the scholars, and to introduce new 
ones to the superintendent; 2. To receive and 
seat visitors, and escort them through the 
school. 

II. The Librarian. 

1. Where there are books, he knows them 
and guides the scholars in their selection ; 2. He 
sees that song books, papers, supplies, etc., are 
ready beforehand and in place ; 3. He looks up 
missing books, and guards against their abuse. 

III. The Treasurer. 

1. He keeps the general accounts of the 
school and reports to the church; 2. He keeps 
an individual account with the members of the 
school; 3. He devises methods to stimulate 
and to train the school to systematic giving. 

IV. The Secretary. 

1. He can tell, after a glance at his book, the 
three-fold record of every scholar in attend- 
ance, lessons, contributions; 2. He incites to 
a good record by placing his quarterly "Roll 
of Honor" conspicuously over the superintend- 
ent's desk; 3. He sends reports regularly to 
the parents. 



74 The Legion of Honor 

V. The Chorister. 

i. He selects his music carefully in advance; 
2. He conducts the singing devotionally ; 3. He 
brings out the meanings, as well as the music 
of the songs; 4. He trains and drills the 
school thoroughly into congregational singing; 
5. He holds to the purpose that all must sing. 
VI. The Pastor. 

I. He is present, when possible, at every ses- 
sion; 2. He is the chief Sunday-school mis- 
sionary in his parish ; 3. He magnifies the offi- 
cers and teachers from his pulpit and before 
the school; 4, He regularly attends the teach- 
er's meeting; 5. He provides for the training 
of young people as future teachers. 
VII. Superintendent. 

He is chief executive, and is responsible for 
discipline and methods. His essential qualifi- 
cations are: (1) Piety; (2) Sympathy with the 
young; (3) Tact in management. His duties 
are five-fold : 

1. To the Church. — (a) He defers to its au- 
thority, counsels with its pastor, honors its 
doctrine; (b) He urges attendance upon its 
services ; (c) He graduates the scholars early 
into it as trained Christian workers. 

2. To the Home. — (a) He visits it in time of 
trouble; (6) He looks after delinquent schol- 
ars and reclaims them; (c) He communicates 
with parents. 

3. To the School— (a) He sees to its com- 
fort and equipment; (b) He protects it from 
needless interruptions, especially during class 
work; (c) He seeks to make it a school thor- 
ough, methodical. 

4. To the Teachers. — (a) He supervises 
their work and helps against failures; (b) He 
confers with them as his cabinet; (c) He 
maintains a teachers' meeting, and is its high 
example of conscientious preparation. 

5. To Himself. — (a) He is a progressive 
Christian, anxious to learn for himself and his 
school; (b) He is an even-tempered Christian 
and rules cheerfully; (c) He is an earnest 
Christian, with no taste or time for card-table, 
theatre or dance. 



Teacher Training Lessons. 75 



SUNDAY SCHOOL STUDIES. 



Number Five. 



Sunday School Management. 

The successful management of the Sunday- 
school depends upon five conditions, viz. : Its 
proper equipment for work; the interest of 
its program; the tact and vigilance of its offi- 
cers; the faithfulness of its teachers; the good 
conduct of its scholars. 

I. Equipment. 

i. A good blackboard is indispensable. 2. 
Large outline maps of Old and New Testa- 
ment lands, whose points may be plainly seen 
by all. 3. Song books for all the scholars. 4. 
A supply of Bibles for visitors and for schol- 
ars who have none. 5. Convenient and per- 
manent record books for the officers. 

The primary department's special needs are : 

1. The large weekly lesson pictures. 2. A 
weekly child's paper, with the lesson in story 
form for every member. 

II. The Program. 

1. Its length should rarely exceed one hour 
and a quarter. 2. It should be sufficiently va- 
ried to relieve it of monotony, but frequent 
and radical changes are hurtful. 3. The open- 
ing and closing exercises should be short and 
spirited, leaving fully 40 minutes for recita- 
tion and review. 4. The program should pro- 
vide certain definite intervals for collections, 
distribution of papers, books, etc. 5. What- 
ever the exercise, whether song, prayer, les- 
son, review or drill, the entire school as a 
unit should be engaged. 

III. The Officers. 

1. The officers should be in place at least ten 
minutes before the school opens, to provide for 
the comfort and equipment of the scholars. 

2. Each officer should know his own, duties 



76 The Legion of Honor 



clearly, and confine himself strictly to them. 

3. All official work should be done without in- 
terruption to the school or the classes, espe- 
cially during the devotional and lesson peri- 
ods. 4. Few signals, quiet movement, constant 
and concerted vigilance, with exact business 
methods, should characterize all work of the 
officers. 5. Official reports, such as the secre- 
tary's and treasurer's, should be bulletined 
before the school at every session. 

IV. The Teachers. 

1. Teachers, like officers, should be in their 
places before the session begins, to greet their 
pupils, and set them at once at work. 2. 
Teachers are responsible for order in their 
classes. One badly governed class may ruin 
a school. 3. An orderly class will be secured 
by keeping every scholar constantly engaged. 

4. The preparation of the teacher must be such 
that his whole attention can be given to his 
class. 5. The teachers should be an example 
of promptness in responding to all signals of 
the superintendent, and joining in all general 
exercises. 

V. The Scholars. 

The rules of order should be few and sim- 
ple, but should be firmly enforced. 1. As in 
the public school, the regular and punctual at- 
tendance of the scholars should be emphasized 
and specially honored. 2. Loitering without, 
and "free and easy" behavior within, should 
be prohibited. The scholars on arriving should 
pass at once to their places and begin their 
studies with the same quiet and order as in 
the well governed secular school. 3. In- 
tervals for conversation or relaxation should 
be fixed by the superintendent, and enforced 
by the teachers. 4. Lesson "helps" should be 
excluded from the class work. Only the Bible 
or the bare text of the lesson should be in the 
hands of the scholars or teachers. 5. The 
scholars should be trained to quiet and rever- 
ent movements within the school and to an 
orderly dismission. 



Teacher Training Lessons. 77 

SUNDAY SCHOOL STUDIES. 



Number Six. 



Sunday School Discipline. 

The discipline of the Sunday-school is its 
gravest problem. Mere numbers, fine teach- 
ing, elegant equipment, count for nothing if 
the school is an undisciplined mass. Much of 
the disorder of the preaching and other serv- 
ices of the church comes from the laxity of 
the Sunday-school. Whatever the church is 
expected to be is the true standard of Sunday- 
school discipline. 

I. The Responsibility. 
i. The burden of discipline is primarily upon 
the superintendent. Like chief, like school. 
An active, alert superintendent, untrammeled 
by other duties, is essential to good discipline. 
2. The teacher shares in the responsibility. 
Supported by a good superintendent, the 
teacher who does not govern his class should 
forfeit his position. 

II. Hindrances. 

The real hindrances are: I. The failure of 
officers and teachers to be present punctually 
and regularly, and to co-operate heartily. 2. 
Imperfect external conditions, bad air, poor 
light, overcrowded classes, uncomfortable 
seats. 3. The undue length of session and 
the monotony of the exercises. 4. Inadapta- 
tion of teachers to classes. 5. The failure to 
keep scholars constantly engaged, and to re- 
member that an idle class becomes at once a 
center of disorder. 6. Faulty classification as 
to age, ability, etc. 

III. Correctives. 

As to Officers and Teachers. — 1. Put every 
stress upon their prompt and faithful attend- 
ance. 2. If possible, provide substitutes for 
absentees before the session begins. 3. Distri- 
bute song books, supplies, etc., in advance of 
the opening hour. 4. Guard the opening mo- 
ments of the session; many a victory is lost 



78 The Legion of Honor 

or won in the first five minutes. 5. Begin 
promptly on time and close promptly on time. 

As to Classes. — 1. Where the school, as in 
most cases, is massed in a single room, have 
small rather than large classes. Ten should 
be a maximum. 2. As far as practicable place 
every scholar in easy conversational range of 
the teacher. 3. Fit the teacher to the class; 
for the primary, one with the largest mother 
instinct; for boys, a sympathetic and patient 
man; for girls, women rather than men. 

As to Scholars. — 1. Allow something for 
mere animal spirits, and do not mistake it for 
malicious mischief. 2. Let public reproof be 
impersonal, and be sparing of it. 3. Do not 
scold or fret; if worried, hide it. The power 
to govern is gone the moment fretfulness be- 
gins. 4. Watch for the beginnings of disorder 
and repress them. 5. Conquer by personal 
and private appeal to the troublesome scholar. 
6. Whenever the welfare of the school is im- 
periled, suspend from membership. 
IV. Incentives. 

I. Do not give prizes, which put wrong 
motives before the few who win them, and 
discourage the many who fail. 2. Commend 
class or scholar heartily for a good lesson or 
good conduct. 3. Let the superintendent make 
special kindly mention of deserving classes or 
scholars from his desk. 4. Fix a standard of 
loyalty, within reach of the entire school, as to 
attendance, study and deportment, and honor 
before the church and school those who at- 
tain it. 

V. Pastoral Influences. 

The power of affection, secured by the loving 
Sunday-school teacher in pastoral visits and 
personal relationships with the home life of 
the scholars, outweighs the rod and legal au- 
thority of the secular school. If every other 
means of discipline fails, that officer or teacher 
is sure of success who (1) Cultivates the 
scholars at home; (2) Appeals lovingly for 
their co-operation; (3) Prays privately with 
and for them; (4) Seeks persistently their 
personal friendship for Jesus' sake. 



BLACKBOARD DRILLS, LESSONS 1 TO 3 



Drill 1. S 


. S. History. 


I. Foundation. 


II. Extension. 


4-Fold Product. 
Raikes' S. S. 
Raikes' Plan. 
Paid Teachers. 




First Sunday Schools. 
First S. S. Union. 
First S. S. Association. 
Nat. & World Conventions. 




III. Improvement. 


Bib. 
Lim 
Vin. 


and Cat. 
Les. 
and Jac. 


Uni. Les. 
Gra. Les. 
7 Methods. 



Drill 2. S. S. Organization. 

I. Membership. II. Control. 

P. CO. CM. YP. Spir. Fin. Exec. 



Ch. Non-Ch. HD. 



App. Off. 



III. Departments. 
Visit. Mus. 
Recep. Lib. 
Stat. Inst. 
Finan. Super. 



Drill 

I. Essentials. 
Grades. 
Classes. 
Promotion. 
Assignment. 
Course. 



S. S. Grading. 

II. Grades. 
Primary— C. R.— Beg., Pri. 
Junior. 
Intermediate. 
Senior— Y. P.— Adult. 



III. Graded Course. 

Comm. Pub. Sch. Good of Sch. Honors. 

Pro. Sund. 

5 International Courses. 



BLACKBOARD DRILLS, LESSONS 4 TO 6 



Drill 4. 

I. Usher. 
4 duties. 

II. Librarian. 
3 duties. 

III. Treasurer. 
3 duties. 

IV. Secretary. 
3 duties. 



S. S. Officers. 

V. Chorister. 
5 duties. 

VI. Pastor. 
5 duties. 

VII. Supt. 
(Church, 3 duties. 

Home, 3 duties. 
To ■< School, 3 duties. 

Teachers, 3 duties. 
iHimself, 3 duties. 



Drill 5. S. S. J 


Management. 


I. Equipment. 




III. Officers. 


7 needs. 




Promptness. 

Experience. 

Protection. 

Quiet. 

Bulletin. 


II. Program. 




IV. Teachers. 


Time. 

Variety. 

Exercises. 

Intervals. 

Unity. 




Promptness. 

Order. 

Work. 

Preparation. 

Participation. 


V 


Scholars. 


Attendance. 
Intervals. Helps 


Order. 
Reverence. 







Drill 6. S. S. Discipline. 




I. Responsibility. 


III. Correctives 




Supt. 
Teacher. 






Officers and Teach., 
Classes, 5 points. 
Scholars, 5 points. 


5 points. 


II. Hindrances. 


IV. Incentives. 




Attend. 
Inadapt. 


Cond. 
Idle. 


Monot. Prizes. Comm. Ment. 
Class. Standard. 






V. 


Past Influences. 
Home. 

Co-operation. 
Prayer. 
Friendship. 





Teacher Training Lessons. 79 

THE SUNDAY SCHOOL PROGRAM. 

The Sunday School program includes three 
elements: 1. Worship; 2. Instruction; 3. 
Business, — usually designated as the "Open- 
ing," the "Lesson Study," and the "Closing 
Exercises." 

I. Opening. 

As far as it is possible, the entire school 
should be united in a brief, spirited, devo- 
tional service, as the best preparation for the 
session. 

Silence. Begin only in reverent silence, at 
the appointed time. Wait, without noisy sig- 
nals or words, until silence is secured. Train 
ushers and pupils especially to this end. 

Prayer. Let the opening prayer be made by 
superintendent, pastor, teacher, or scholar, 
in simple words, fitted to the needs of youth 
especially, and full of sympathy and love. Let 
the entire school join standing, or kneeling, 
or sitting with bowed heads, according to 
church usage. 

Singing. Combine the old hymns of the 
church with the newer Sunday School songs. 
Aim to secure hearty, reverent singing by all. 

Count of Bibles and Church Attendance. 
The count and record should be taken in the 
class and reported to the Secretary of De- 
partment, or School, but all who have Bibles 
in hand and_ who have attended one or more 
Church services the previous Sunday, should 
stand as an object lesson. 

Scriptures. In every opening should be the 
reading, responsively or otherwise, of a care- 
fully chosen brief passage from the Scrip- 
tures, in the devout reading of which all 
should be trained. 

Offering. If practicable let the offering, 
previously secured and noted in the classes 
respectively at the beginning of the session 
(or before beginning), and placed in class 
envelopes, be taken by the appointed officers, 
before the Lesson Study, that classes shall 
not be disturbed at the time of study. 



80 The Legion of Honor 

Separation. To marching music or singing, 
let the school pass quietly to Grade or Class 
Rooms or, if in a one-room building, remain 
in their class seats. 

II. Lesson Study. 

Class Records. The stricter grading of 
Sunday Schools, with use of Graded Lessons 
and better classroom facilities, makes it easier 
to take class and grade record at the beginning 
of the Lesson Study, than after separation. 

Class Study. This, for the sake of the 
average child and lesson, ought not to exceed 
30 minutes. 

Grade Specials. In case of Graded Lessons 
and Departments, the plea is more and more 
being made for a separate closing exercise in 
each division, which is reasonable if it can be 
separately conducted, though there is distinct 
loss in breaking up the unity. 

III. Closing. 

Re-assembly. Whether to re-assemble all or 
most of the classes at closing, must be decided 
in the light of the good of the whole school. 

Reports, etc. Let these be read in brief 
form, with deliberation, from the platform, and 
other matters of business, including "an- 
nouncements," should follow briefly. 

Review or Drill. This is an opportunity 
educationally and as a needed test, to take 
the central truth of the lesson (or some one 
of the lessons of the day), and press it home 
to the hearts of all. Or to give the school 
(or department) a spirited brief "Drill" on 
the Bible, the Church, Missions. 

Personal Word. This is meant to be the per- 
sonal touch, and to be a moment of recogni- 
tion of the family life and relationship of 
the school. For instance, the reception 
formally of new members, the prayer for the 
sick by name, the word of praise, etc. 

Dismission, Papers, etc. Silently, reverent- 
ly, dismiss the school, with great care that a 
good hour and lesson be not spoiled. After 
the benediction, distribute papers, etc. 



Teacher Training Lessons. 81 



SUNDAY SCHOOL STUDIES. 



Number Eight 



Modern Sunday School Methods. 

I. Methods of Ingathering. 

Rally Day. — The use of expert business 
methods in advertising and emphasizing the 
Sunday-school, for at least one Sabbath of 
the year. It interests parents, reclaims ab- 
sentees, secures new scholars, builds up a 
Sunday-school sentiment. 

Visitation Day. — A modern revival of the 
Scriptural method of going from house to 
house. It should be carried on both denom- 
inationally and inter-denominationally. It 
should be a vital, permanent factor in every 
school's work. Unless followed up diligent- 
ly, it is worth little. 

Home Department. — The extension of 
pledged lesson study to "shut-ins" and 
"shut-outs," involving a minimum of cost and 
machinery. A corps of "visitors," home study 
helps, a record book, pledge cards, collection 
envelopes, make up the material. Yet it often 
doubles both membership and spiritual power 
of the school. 

Cradle Roll. — The extension of the primary 
department to infants under 3 years old. It 
wins the home, pleases the older children, 
starts the child right, and brings him up in 
the nurture and admonition of the Sunday- 
school. 

Men's Class Movement. — There are sev- 
eral fine organizations, as a means for get- 
ting men into Sunday-school. They are relig- 
ious "clubs," with the finest features of 
Christian club life and spirit. They draw and 
hold men. The secret of the widespread 
power of this men's class movement is two- 
fold: It binds men by a pledge of honor and 
it gives to every man responsibility and work. 



82 The Legion of Honor 



II. Methods of Instruction. 

The Drill. — A rapid-fire, weekly, five-min- 
ute drill of the school, or department, on the 
salient facts of Bible and Church, as a sup- 
plement to lesson study. 

The Lesson Review. — The one test of the 
school's thoroughness of study. Quarterly at 
least, it should be a written review. It should 
be an insistent calling out of the main points 
of the lesson. 

The Blackboard. — The easiest and best ob- 
jective medium for pastor or superintendent, 
either of whom by study and practice might 
double his teaching power. 

Teachers' Meeting. — The "cabinet" of the 
superintendent, the "council-room" of pastor, 
with four clear-set purposes: To study the 
present problems of the school; to perfect 
the knowledge of the lesson; to plan how to 
teach it; to train teachers. 

Teacher-Training Class. — Of officers, teach- 
ers and young people, meeting on a week- 
night; or of picked young people, in train- 
ing to become teachers, meeting with the 
school on Sunday, but studying the appoint- 
ed training course instead of the Sunday- 
school lesson. Term of study, one or two 
years, with graduation and diploma. 

III. Evangelistic Methods. 

Preaching to Children. — On stated occa- 
sions, in the simplest scriptural way. The aim 
should be evangelistic, and the "doors of the 
church" should be opened. 

Catechumen Class. — The pastor's drill- 
ground for making ready the children, spirit- 
ually and educationally, for the Church. 

Decision Day. — The modern application to 
the Sunday-school of approved "revival" 
methods. Every Sabbath's lesson should 
look to conversion; yet a stated Decision 
Day should be observed at least annually, 
preceded by much conference and prayer, 
with personal and private appeal. Avoid the 
mechanical and merely emotional. 



Teacher Training Lessons. 83 



SUNDAY SCHOOL STUDIES. 



Number Nine. 

The Sunday School Pastor. 

The relations of pastor and school serious- 
ly affected the usefulness of the one and the suc- 
cess of the other. Though above the superin- 
tendent in authority as the general officer of 
the church, the pastor is rightly placed second 
in the executive management of the school. 
His relations to the school are fourfold. 

I. Officially. 
I. He is the chief officer of the church, and 
is related to the superintendent as the head 
of a government to the head of a department, 
or a city principal of public schools to his 
assistants. 2. It is his duty, as supervisor of 
all church work, to attend the school regular- 
ly. His absence from it is no more excusable 
than from prayer-meeting or pulpit. 3. He 
should be given a stated place on the program, 
to be used at his pleasure. 4. The officers and 
teachers of the school should not be appointed 
without his concurrence. 5. He should not in- 
terfere with the superintendent's duties. His 
relation is official, not officious. The super- 
intendent who does not honor his pastor as his 
superior officer, or the pastor who lords it 
over his superintendent, is unworthy the place 
he holds. 

II. Ecclesiastically. 

1. As the Sunday-school should exist by 
and for the church, the pastor should guard 
the purity of its doctrinal teachings, as well as 
the loyalty of its teachers. 2. He should see 
that the school is supported by the church, 
and that in turn it collects and disburses 
money as directed by the church. 3. He 
should see that the scholars are taught the 
doctrines and history of the church, and 
trained to intelligent Christian membership 
and service. 4. He should urge the mutual 



84 The Legion of Honor 



obligations of the church and the school with 
respect to attendance. "The entire church at 
school, and the entire school at church," 
should be his constant aim. 5. He should rec- 
ognize and. honor the school from the pulpit, — 
by special Sunday-school services, by public 
induction into service of its officers and teach- 
ers, by preaching sermons within range of and 
in sympathy with the scholars. 

III. Educationally. 

1. The pastor is "a man of one book," set 
apart to study and teach it by Providence and 
the Church. As such he should become a com- 
petent educational leader to the school, both 
in study and in teaching. 2. He should be a 
special helper to the teachers, the "faculty of 
the church," and an attendant upon the teach- 
ers' meeting. 3. He should see that the les- 
sons are reviewed and the progress of the 
scholars properly tested. 4. If he teaches a 
class (not often expedient), it should be a 
"Training Class" of young Christians in 
preparation for teaching. 5. He should estab- 
lish and maintain teacher-training and gradu- 
ation in connection with his young people's 
society and the Sunday-school, and observe 
an annual "Honor Day," for rewarding meri- 
torious scholars. In short, he should be a 
modern "Sunday School Pastor." 

IV. Pastorally. 

I. He should urge upon church members the 
attendance of their children upon church and 
school. No choice should be given to the 
child. 2. He should share with others in do- 
ing Sunday-school mission work among god- 
less homes. 3. He should know the scholars 
by name, and cultivate the closest personal 
and spiritual relation with them. 4. He should 
visit the scholars, especially in sickness and 
trouble, in their homes. 5. He should "feed 
the lambs," personally talking and praying with 
them, as opportunity affords; making plain to 
them their obligations to Christ, the church, 
and the school. 



Teacher Training Lessons. 85 

SUNDAY SCHOOL STUDIES. 



Number Ten. 



The Sunday School Teachers. 
I. Their Work. 

i. They are the under-pastors of the church, 
preparing the young for its service and in- 
structing them in its doctrines. 2. They are 
officers of the school, sharing with the superin- 
tendent in its responsibilities and discipline. 3. 
They are co-workers with the home, enforcing 
its authority and supplementing its rightful 
teaching. 4. They are both teachers and 
trainers of the scholars, informing their minds 
and molding their lives. 

II. Their Preparation. 

The lives of Sunday-school teachers out- 
weigh their lessons, making a personal as well 
as professional preparation peculiarly needful. 
The former, by grace of Jesus Christ, is free 
to all ; the latter comes, through study and ex- 
perience, to every one who persistently seeks 
it. By a little systematic study the sincere 
Sunday-school teacher may largely increase 
his power. 

personally. 

1. Spiritually. — The Sunday-school teacher 
needs, most of all, a definite Christian experi- 
ence. He must know experimentally the truth 
he teaches. He who is himself unconverted 
cannot convert another. He may know little 
or much else, but this one thing he must know 
— that Jesus Christ is his personal Savior. 

2. Socially. — He needs to cultivate his social 
powers as a means to personal influence. Piety 
is not always magnetic. There are teachers 
lacking tact and social friendliness who repel 
their scholars. 

PROFESSIONALLY. 

I. As to Knowledge. — (a) The teacher must 
know what to teach. His one text book is the 
Bible, with its Divine Commentator, the Holy 
Spirit, (b) He must study its composition, 
geography, history, doctrines, (c) His pre- 
paration must be general as well as specific. 



86 The Legion of Honor 



He needs a thorough course in Bible study, 
the better to teach the one weekly lesson. 

2. As to Skill. — (a) The teacher must know 
how to teach. Most teachers are made, not 
born. The art of teaching, like any other 
art, is achieved largely by practice, (b) The 
principles of teaching will be most easily 
learned through study of other teachers. 
III. Their Helps. 

Their name is legion. The teacher's peril is 
from their excess, not their scarcity. They are 
to be used as servants, not as masters; as a 
last, not a first resort ; as a means, not an end. 

i. To Bible Study. — (a) The best is a Teach- 
er's Bible, with its concordance, index, maps, 
etc. (b) The next is a Bible Dictionary, con- 
densed, concise, (c) The third is a compre- 
hensive course of Training Lessons, (d) 
Last, some standard Lesson Commentary. 

2. To Teaching. — (a) The best help is a 
Teacher-Training Class. (&) After this a 
properly conducted Teacher's Meeting, (c) 
A Training Institute, (d) A good Sunday- 
school Paper. 

IV. Their Duties. 

i. As Under -Pastors. — (a) To visit the 
scholars for religious, not merely social ends. 
(b) To reclaim the missing ones of the class. 
(cj To confer with parents in the interest of 
children, (d) To labor to convert the schol- 
ars, urging a decision personally, persistently. 

2. As Officers of the School. — (a) To be 
faithful in attendance, (b) To maintain order 
in class, (c) To have the class participate in 
all exercises of the school, (d) To keep accu- 
rate records. 

3. As Trainers. — (a) To secure habitual at- 
tendance upon the services of the church. (&) 
To prepare for membership in it. (c)To guide 
the reading of scholars into helpful ways, (d) 
To train towards practical morality, Sabbath 
observance, bodily purity, good citizenship, etc. 

4. As Teachers. — (a) To secure lesson 
preparation, (b) To hold attention, (c) To 
fix the essential truth of the lesson in the mind, 
id) To apply it personally to the life. 



Teacher Training Lessons. 87 

SUNDAY SCHOOL STUDIES. 



Number Eleven. 

The Lesson Study. 

The teacher must study the Sunday-school 
lesson with a double purpose: i. To learn it 
for himself; 2. To adapt it to his class. The 
first involves a plan of study, the second a plan 
of teaching. 

I. The Study Plan. 

Skeleton Plans. — The best known are: First 
the "Five Ws:" When? Where? Whom? 
What? Why? The second is the "Four P's 
and Four D's;" or the Parallel Passages, Per- 
sons, Places; Dates, Doings, Doctrines, Du- 
ties. The teacher's own plan is better. 

Study Helps. — These are educational and 
spiritual: 1. Educationally, a two-book library 
is sufficient — (a) A reference Bible, with 
maps, concordance, etc.; (b) a Bible diction- 
ary or lesson commentary. The best workmen 
use few tools. 2. Spiritually, the teacher may 
be "mighty in the Scriptures" like Apollos, yet 
need "to be shown the way of God more per- 
fectly." Nothing will take the place of that 
spiritual illumination which he must have. 
This comes directly from God, through fixed 
conditions. As in the taking of physical food 
there are three distinct processes in order — 
mastication, digestion, assimilation — so in 
Bible study there must be first, original search- 
ing of the Scriptures, which is mastication; 
second, prayerful meditation, which is diges- 
tion; third, the personal acceptance by the 
teacher of the truth and its obligations, which 
is assimilation. 

As to Time. — Twenty minutes daily, as a 
minimum, is worth several hours on the eve of 
the Sabbath. 2. Eminent teachers, whose 
example we may well follow, keep inviolate an 
early morning hour when body and spirit 
are alert. 

II. A Teaching Plan. 

The Subject Matter must be condensed, ar- 
ranged, eliminated, simplified. The teacher 



The Legion of Honor 



must lower his preparation to the level of the 
scholar. He must determine what to teach 
and what to throw away. He must give each 
part of the lesson its due. 

As to the Teaching — He must decide: (a) 
What method to use — the catechetical, or ques- 
tion and answer ; the didactic, or "going ahead" 
with his own understanding of the lesson; the 
analytical, or the selection and development of 
certain "teaching points;" (b) He must de- 
termine the relative value of the facts and the 
doctrines of the lesson, (c) He must have a 
definite order in which the lesson is to be 
taught, and know what his scholars shall 
learn. 

As to the Scholars — He must keep in mind 
these questions : (a) What will be their prep- 
aration? What do they most need? (b) What 
simple illustrations may help them? What 
truth needs special emphasis? (c) How 
will attention be secured? What shall each 
scholar be given to do? How shall the lesson 
be spiritually applied? 

III. A Suggestive Plan. 

(For both study and teaching of the lesson.) 

Sunday Afternoon. — Read the lesson with the in- 
tervening chapters. Use Bible only. Compare lesson 
with Golden Text. 

Monday. — Fix the connecting links clearly in mind. 
Study surroundings of lesson, as to authorship, time, 
place, and persons addressed. Draw pencil map, and 
fix in memory places named. 

Tuesday. — Study the parallel passages, also the 
marginal references. 

Wednesday. — Read the lesson until you can restate 
it clearly in your own language. 

Thursday. — Analyze the lesson as to its teaching 
points. Write them down in the order they should be 
taught. Retain the best. 

Friday. — Secure illustrations, few, familiar, simple. 
Scriptural illustration is best. Illustrate from daily 
life; use anything that makes plain the lesson. 

Saturday. — Consult "lesson helps" or commen- 
tary. Write out questions, adapted to capacity of 
your pupils. 

Sunday Morning. — Spend thirty minutes m your 
closet. Decide what personal application you shall 
make, first to your own life, then to your pupils. 
Pray for the Holy Spirit's guidance. "He shall bring 
all things to your remembrance." 



Teacher Training Lessons. 89 

SUNDAY SCHOOL STUDIES. 



Number Twelve. 



The Recitation. 

There are four distinct steps in order in the 
Sunday-school recitation: i. Testing the 
scholars; 2. Teaching the lesson; 3. Repro- 
ducing the lesson; 4. Applying the lesson. 
I. The Test. 

1. The Test of Attention. — The first aim of 
the teacher is to secure the attention of every 
scholar. He can neither begin nor continue 
without it. It is indispensable to his teaching. 
He must test and fix attention by simple, easy 
questioning upon past lessons, and current les- 
son, taking first the plain text, with the mean- 
ings of words, its statements, events, etc. 

2. The Test of Preparation. — The trained 
secular teacher knows that the best way to se- 
cure home study by the scholar is to assume 
that it has been done, and to question directly 
upon it. So the Sunday-school teacher must 
stimulate preparation by persistent testing 
of it. 

II. The Teaching. 
The attention once thoroughly enlisted, and 
the scholar's preparation tested, the direct 
teaching begins. The teacher knows just 
what he intends to teach, how he intends to 
teach it, and what time he will give to it. 

1. As to the Matter. — Three errors are com- 
mon: (a) Teaching out of range. The lan- 
guage and ideas of the teacher range above his 
class, (b) Teaching too many things. The 
unimportant incidents of geography, history, 
chronology, etc., are magnified. The scholar 
in trying to learn everything retains nothing. 
(f ) Teaching confusedly. There is neither be- 
ginning, middle, nor end to the lesson. Two 
steps are needed: First, What does the lesson 
say? — its plain facts, statements, etc., with the 
meanings of its v/ords and the simplest expo- 
sition of its text. Second, What does the 
lesson teach? — its ethical and spiritual truths. 

2. As to Method. — For most scholars the 



90 The Legion of Honor 



method of direct questioning is best. The di- 
dactic and analytic methods are suited to ad- 
vanced pupils only. Three errors are common : 
(a) Asking questions that suggest the answer, 
and do not require thought, (b) Asking ques- 
tions of bright scholars, and ignoring the dull 
or timid ones, (c) Failing to give opportun- 
ity and encouragement to scholars to ask ques- 
tions. The wise teacher values the scholar's 
question more than his own. To arouse a 
spirit of inquiry is the supreme educational 
end of the recitation. The teacher who does 
all the questioning is a failure. 

III. The Reproduction. 
After the teacher has taught what he in- 
tends the scholar to learn, he must know that 
the scholar has learned it. He must test his 
own teaching and the scholar's learning by 
having him reproduce it. One scholar is called 
upon to re-state the lesson, the others cor- 
recting and supplying omissions. Or the re- 
production may be given step by step by sev- 
eral scholars. What a pupil has learned he 
can re-state; and he cannot re-state what is 
not learned. The reproduction should be : 

(a) Complete point by point, in order, first the 
literal, then the spiritual, (b) Exact, as only 
an exact statement is the test of exact learn- 
ing, (c) In the scholar's own words, to test 
whether it is mere memory or real learning. 

IV. The Application. 
This is the direct appeal to the heart and 
conscience of the scholars. It is clinching the 
driven nail. There are three things to ob- 
serve: (a) The application must be thought 
out carefully beforehand by the teacher. Time 
for it must be reserved to make it impressive. 

(b) It must be obvious and pertinent, grow- 
ing simply and naturally out of the lesson, 
within the plain understanding of the scholar. 

(c) It must be personal and timely. If the 
teacher knows the secret life of the scholar, 
the application will be a two-edged sword, 
keen and piercing. But the teacher's life must 
reinforce the application, or it will be value- 
less. 



BLACKBOARD DRILLS, LESSONS 7 TO 9 



Drill 7. The S. S. Program. 


I. Opening. II. Lesson Study. 


Silence. 
Prayer. 
Singing. 


Scripture. Class Records. 
Offering. Class Study. 
Separation. Grade Specials. 


III. Closing. 


Re-assembly. 
Reports, etc. 
Review. 

Personal Word. 
Dismission, Papers, Etc. 


Drill 8. Modern Methods. 


I. Ingathering. II. Instruction. 


Rally Day. Drill. 
Visit. Day. Review. 
Home D. Blackboard. 
Cradle R. Teacher's Mtg. 
Adult Class. T. T. Class. 


III. Evangelistic. 


Preaching to Children. 
Catechumen Class. 
Decision Day. 


Drill 9. S. S. Pastor. 


I. Officially. III. Educationally. 


Chief. Leader. 
Attendance. Helper. 
Program. Reviewer. 
Appointments. Trainer. 
Pastor and Supt. "Honor Day." 


II. Ecclesiastically. IV. Pastorally. 


Doctrines. Church Att. 
Support. Home Missions. 
Teaching. Friendship. 
Attendance. Visitation. 
Recognition. Personal Work. 



BLACKBOARD DRILLS, LESSONS 10 TO 12 



Drill 10. S. S. 



I Work. 



Under Pastors. 
Officers. 
Co-workers. 
Tea. and Tra. 



II. Preparation. 
Personally 



Spir. 
Soci. 



Professionally •[ ffillT 1 ' 



Teachers. 

IV. Helps. 



Bible Study, 4 points. 
Teaching, 4 points. 



IV. Duties. 

Under Pastors, 4 points. 
Officers, 4 points. 
Trainers, 4 points. 
Teachers, 4 points. 



Drill 11. 

I. Study Plan. 

2 Skeletons. 
2 Book Library. 
Spirit. Ilium. 
Time. 



Lesson Study. 

II. Teaching Plan. 

Subject-Matter, 4 points. 
Teaching, 3 points. 
Scholars, 8 points. 



III. Suggestive Plan. 
Define 8 points for 8 days. 



Drill 12. 


Recitation. 


The 


4 Steps. 


I. Test. 


III. Reproduction. 


Attention — Why? 
Preparation — 'How ? 


Why? 

How? 3 points. 

What? 


II. Teaching. 


IV. Application. 


As to Matter, 3 points. 
As to Method, 3 points 


What it is? 
How made? 



Teacher Training Lessons. 91 

SUNDAY SCHOOL STUDIES. 



Number Thirteen. 



The Review. 

The Sunday-school Review is a most im- 
portant yet much neglected element in Sun- 
day-school work. 

I. Its Requisites. 

i. It should be an invariable part of every 
lesson, with both teacher and superintendent. 
2. It should be carefully prepared; mere ex- 
tempore review being of little value. 3. It 
should be brief and pointed, first by the 
teachers in class, then five minutes for the su- 
perintendent's weekly review, and twenty-five 
minutes quarterly. 4. It should be simple and 
easy, in reach of the mass of the scholars. 5. 
It should be individual and personal, not a 
concert recitation, except in mere memory 
drills. 6. It should be a review by the schol- 
ars, and not an exhortation or address by the 
reviewer. 

II. Its Purpose 

As to the Scholars: — 1. To test whether 
they are really learning. 2. To fix what they 
have learned. 3. To give a comprehensive 
view of the lessons. 4. To deepen the impres- 
sions made. 

As to the Teachers: — 1. To test whether 
they are doing good teaching. 2. To stimu- 
late lazy and careless teachers. 3. To correct 
bad methods of teaching. 4. To unify the 
teaching. 

As to the School: — 1. To concentrate it upon 
the great truths of the lesson. 2. To foster a 
healthful emulation among classes and schol- 
ars. 3. To stimulate home study by scholars. 
III. Methods. 

The Catechetical is best and easiest. — 1. 
Question individually, first asking the ques- 
tion, then naming one to answer it. 2. Keep 
in range of the whole school, avoiding theo- 
logical discussion. 3. Encourage questions 
from scholars, occasionally using the "query 
box." 4. Repeat answers until understood. 



92 The Legion of Honor 

The Topical. — I. Place lesson points on 
blackboard, and draw out the scholars by ques- 
tioning. 2. Take a single phase of the lesson, 
as the geographic, biographic, historic, doc- 
trinal, and confine the review to one topic. 3. 
Have the class or school reproduce the points 
from memory, adding others. 

Memory Drills. — I. Review in concert 
place, title, time, golden text, central truths, 
memory verses, of past lessons. 2. Put all 
"helps" aside, and make it a general review- 
drill. 3. Place initial letters of titles, texts, 
etc., on blackboard, and drill from these. 

IV. Review Plans. 

Class Review. — 1. Use first five minutes of 
every recitation to review the previous lesson, 
and connect it with the present. 2. Use last 
five minutes in reviewing the present lesson. 
Require first the facts; second, the truths. 

School Review. — 1. Let the superintendent 
review every lesson at its close, taking five to 
ten minutes, keeping close to the simple facts 
and truths of the lesson. 2. Review invariably 
the quarter's lessons, limiting it to twenty-five 
minutes. Use blackboard. 3. Link the les- 
sons together in review, if possible, so as to 
aid the memory. 4. Avoid minor details. 
Show the relationship of lessons. Every quar- 
ter is a chain. 

V. Written Examination, or Reviews. 

This is the annual or quarterly review. It 
is formal and written. It is as practicable and 
helpful as in the day school. 1. It cultivates 
accuracy and thoroughness. 2. It is the safest 
basis for classification and promotion. 3. It 
should be conducted by the superintendent. 4. 
It should not exceed twenty minutes' work for 
the average scholar. 5. It should be very sim- 
ple, yet such as will exercise both thought and 
memory. 6. It should comprehend the full 
range of lessons, following the line of the 
weekly oral reviews. 7. Questions on printed 
slips or on blackboard, with pencil and paper 
for scholars, are the only material necessary. 



Teacher Training Lessons. 93 

SUNDAY SCHOOL STUDIES. 



Number Fourteen. 



Principles of Teaching. 

I. The Principle of Adaptation. 

The principle of adaptation requires : I. That 
a definite teaching plan shall be thought out 
by the teacher, fixing in order the truths to be 
retained or omitted, and the methods he is to 
employ in teaching. 2. That he shall adapt the 
lesson to the grade which he is teaching and 
to the capacity of the individual scholar. 3. 
That he must know enough of his scholars 
personally to fit the lesson to the spiritual 
needs of each. 4. That his adaptation of the 
lesson shall be in line with its central truth, 

II. The Principle of Co-Operation. 

This principle of co-operation demands : I. 
That the teacher must be in thorough sympa- 
thy with his work and his scholars. 2. That 
the scholar's attention must be maintained 
not by compulsion, but by the skill of the 
teacher. 3. That the co-operation, of dull and 
slow scholars is to be sought even at the ex- 
pense of the bright ones. 4. That scholars are 
not to be left a moment unemployed. "All the 
class all the time" is the only safe standard. 
5. That this co-operation should extend through 
the week from Sabbath to Sabbath, in some 
form of carefully assigned advance work. 

III. The Principle of Gradation. 

The teaching must go step by step, from the 
scholar's level. 1. The first step is to discover 
what the scholar knows or does not know of 
the day's lesson. 2. The second is to teach the 
simpler concrete truths of the lesson that 
are nearest to the scholar's knowledge, such 
as its chronology, geography, history. 3. The 
last step is to teach the ethical and spiritual 



94 The Legion of Honor 



truths that grow out of the facts. 4. Half the 
lesson, or a single truth thoroughly taught and 
learned, is better than a whole lesson skimmed 
over. 5. Connect each step with the one pre- 
ceding, and take no step forward until what 
is passed over is thoroughly understood. 

IV. The Principle of Illustration. 

This principle demands : 1. The use of per- 
fectly familiar illustrations, such as belong to 
the daily life of the scholars. 2. The use of 
illustrations that do not require mental effort 
to apply. An illustration that needs itself to 
be explained is a failure. 3. Illustrations for 
the eye are better than those for the ear, by 
so much as sight is stronger than hearing. 
4. The need of illustration is greatest in the 
child, least in the adult. The child does little 
else than see; the youth begins to think ab- 
stractly. 5. The best possible illustrations of 
Scripture lessons are to be found in the Scrip- 
tures themselves — their places, persons, events, 
stories. The careful student of the Bible need 
not lack for apt illustrations. 

V. The Principle of Repetition. 

Five points are involved in this principle : 

1. That the mind and heart do not retain 
what comes from few or slight impressions. 

2. That scholars, if wisely led, like to travel 
over and over the old truths. 3. That a little 
definite Scriptural knowledge, that can be in- 
stantly used, is both a joy and power to the 
Sunday-school scholar; but a mass of imper- 
fectly learned truth is a pain and a hindrance. 
4. That no Sunday-school teacher should begin 
a lesson without reviewing carefully the pre- 
ceding one, or close a lesson without calling 
up from his scholars a summary of its chief 
points. 5. That the Sunday-school superin- 
tendent who neglects or repudiates this old- 
fashioned principle, however showy his work 
may seem, is turning out scholars who are 
really learning nothing. 



Teacher Training Lessons. 95 

SUNDAY SCHOOL STUDIES. 



Number Fifteen. 

Methods of Teaching. 

I. Preparatory. 

The Teacher excites interest by a pre- 
view of the next lesson. 2. He assigns to 
every scholar some definite work to make 
ready for the next lesson. 3. He shapes his 
outline, questions, illustrations, in view of 
scholars whom he has studied personally and 
knows thoroughly. 4. He comes to his class 
anxious to teach the lesson, and ready to 
teach it without book or paper. 

The Scholars are made ready for the teach- 
ing. 1. They know that the teacher will be 
ready and will require home preparation of 
them. 2. They have been taught at home by 
the teacher how to study a lesson in the 
Bible with the lesson help as a commentary. 
3. The dull and indifferent scholars have 
received special stimulus by chance word or 
message, letter or visit from the teacher. 4. 
They have all been given some definite work 
in the coming lesson that each can do. 

II. Disciplinary. 

The Teacher. — 1. Greets every scholar cor- 
dially, and at once puts him to work. 2. 
Keeps a vigilant eye on each member of the 
class, and insists on perfect order and at- 
tention. 3. Begins teaching only when at- 
tention is secured, and stops the moment it 
ceases. 4. Provides carefully that every 
scholar has something in the lesson person- 
ally to hear, to see, to learn, to remember. 

The Scholars. — 1. Have all books and papers 
closed, except for reading and reference. 2. 
Are held individually responsible for the 
answer to every question, or for reproducing 
every statement. 3. Are made to hear dis- 
tinctly and to understand everything that 
is said by teacher or scholar. 4. Are given 
time to think and to ask questions. 



96 The Legion of Honor 

III. Educative. 

As to Matter.— i. Teach first what the text 
says — the simple meaning of the words of the 
lesson. 2. What the text means — the con- 
nected words as they stand in sentence and 
verse. Make the meaning of the verses plain 
one by one. Cause the sense to be under- 
stood. 3. What the text teaches — the doc- 
trine and application of the lesson. Let the 
scholars discover this for themselves, as it is 
here that the thinking process begins. Let 
them discover "points" and frame "outlines." 
4. Show the scholars how to use the Bible; 
to find references; to explore the truth; to 
compare the passages ; to study out a doctrine. 

As to Manner.— 1. Find out, first, what the 
scholar knows of the lesson. 2. Make sure 
that every scholar understands what is taught. 
3. Teach only such and so much as you are 
sure will be understood. 4. Make the weak- 
est scholar in the class the measure of your 
teaching, knowing that if he understands the 
others must. 

IV. Evangelistic. 

The Scholar's Conversion. — The greatest 
thing in the world is the conversion of a soul. 
Here the Holy Spirit will suggest many 
methods to the devoted teacher. 1. Let the in- 
tense purpose be the conversion of every un- 
saved scholar. 2. Study the scholar's life, 
physically, socially, intellectually, spiritually, 
as those of a brother in his own family. _ 3. 
Cultivate affection, sympathy, love for him, 
to the end that you may save him. 4. Talk with 
him face to face, pray with and for him. 

The Scholar's Upbuilding. — The greatest 
work in the world is caring for a converted 
soul. I. Let the teacher enter into the scholar's 
holy of holies, win his confidence, seek his 
personal confessions. 2. Let him train the 
scholar to safe Christian habits— of prayer, 
daily Bible reading, church attendance, pub- 
lic testimony for Christ. 3. Let him train the 
scholar in the way of Christian work, and set 
him at it. 4. Let the teacher's daily life be 
an example of the beauty of holiness. 



Teacher Training Lessons. 97 

SUNDAY SCHOOL STUDIES. 



Number Sixteen. 



The Teachers' Meeting. 

Purpose. 

i. To secure and to test preparation. 2. To 
train and to supply teachers. 3. To unify and 
to simplify the teaching. 4. To consider the 
needs of the school. 5. To concentrate upon 
the weak places. 

Plan. 

1. It is not an adult Bible class, but a 
meeting of teachers. 2. Preparation of the 
lesson is pre-requisite to its success. 3. How 
to teach, more than what to teach, is its prov- 
ince. 4. It develops the teacher rather than 
exhibits the leader. 5. It is the superintend- 
ent's "cabinet," the church's "faculty." 
Time and Place. 

The best time is Friday evening. The best 
place is a cosy church-room; after that the 
home of a member. Do not itinerate. 
Membership. 

It is the pastor's imperative duty to attend. 
Officers and teachers should be required to 
become members. Christian young men and 
women — the possible teachers of the school — 
should be urged to come. Adult members of 
the church should be welcomed as visitors. 
Leadership. 

The Superintendent ought, ex-ofHcio, to pre- 
side. The best Christian teacher of the church 
should conduct the lesson. Do not alternate 
the leadership if you have one good leader. 
Equipment. 

Have a good blackboard for constant use. 
Provide Bible maps, charts, a concordance, 
Bible dictionary, lesson commentary, and one 
or more good Sunday-school papers. 
Program. 

time — one hour and a quarter. 
Roll Call. — Call the roll of members; let 



98 The Legion of Honor 

responses include both attendance and prep- 
aration. Keep record of both, and report an- 
nually to the church. 

Devotional— Ten Minutes. — Specific pray- 
ers for specific needs, personally and as a 
school. Appoint leaders in turn. 

Business—Ten Minutes.— Call for writ- 
ten or oral reports on personal mission work, 
pastoral, disciplinary, financial, musical, li- 
brary, or any pertinent topic. Avoid ex- 
tempore reports. 

Teacher Training: Take 15 to 20 minutes 
upon the best training course, lesson by les- 
sen each week. 

The Lesson— Forty minutes, With the 
uniform lesson, or any graded lesson as the 
text, with closed books, let the leader begin 
with: 

1. Connecting Links. — (a) Intervening facts. 
(b) Time and place (with extempore black- 
board map by a member), (c) Persons named 
in the lessons, (d) Parallel passages. 

2. Restatement. — Have the lesson restated 
by a member, errors and omissions to be noted 
by the others. This is good practice and a 
good test. 

3. Analysis. — Call upon several for an analy- 
sis of the teaching points, compare and dis- 
cuss. Select the best, write them on black- 
board, give reasons for the selection. No drill 
is so helpful. 

4. Illustration. — Call for illustrations, scrip- 
tural, secular, historical. Select the best. 
Maps, blackboard, charts, pictures, stories, af- 
ford material. Practice in "word pictures." 
Illustrations are of two kinds: first, for the 
eye; second, for the ear. Secure simple, 
homely, familiar illustrations, like those used 
by Christ. 

5. Adaptation. — Let suggestions be made as 
to how and what to teach of the lesson text 
to fit the spiritual needs of the pupil. Con- 
centrate upon some one practical truth which 
the pupil needs now. 



Teacher Training Lessons. 99 

SUNDAY SCHOOL STUDIES. 



Number Seventeen. 



Sunday School Pastoral Work. 

I. Its Aims. 

i. To enlist the attendance of all who are 
proper subjects of Sunday-school teaching. 
This is the pastoral duty of the Church. 

2. To secure the co-operation of parents 
and homes in the management and work of 
the school. This is the pastoral care of the 
Sunday-school officers. 

3. To cultivate the friendship of the schol- 
ars personally for spiritual ends. This is the 
pastoral work of the Sunday-school teachers. 

II. The Work of the Church. 

The Church needs to realize more seriously: 
1. That it is responsible for the religious 
instruction of the young; 2. That the Sunday- 
school is its most economical and efficient 
agent in this work ; 3. That nearly half of the 
youth of the most favored communities are 
outside the Sunday-school; 4. That the 
Church's pastoral and mission work is the 
only means of securing their attendance. 

The methods of its work along these lines 
are many: 1. The special efforts of the 
pastor in the interest of the children, of both 
religious and irreligious homes. 2. The con- 
certed work of the church officers and mem- 
bers, to whose pastoral care the Sunday-school 
should be definitely committed. 3. House 
to house visitation in behalf of the school, 
as a persistent and systematic plan of work 
from year to year. 4. Mission schools for 
those who can not or will not attend the 
church schools. 5. The decent equipment 
of the many children who would attend the 
Sunday-school, but are hindered by the 
poverty or dissipation of parents. 

III. The Work of the Officers. 

As to Parents. — 1. The officers of the Sunday- 
school should cultivate their acquaintance. 



100 The Legion of HoNOrt 

2. Should as far as practicable visit them. 

3. They should confer with them freely in 
all matters of discipline, and talk with them 
of their children. 4. They should enlist 
them in the plans of the school, and urge 
their attendance. 

As to Scholars. — 1. They should know 
them by name, and greet them cordially on 
every occasion. 2. They should invariably 
follow up absent scholars, and visit sick ones. 
3. They should strive to make the school 
peculiarly attractive to the young. 4. They 
should use every chance occasion to talk with 
the scholars of the school, and enlist their co- 
operation. 5. They should devise week-day 
work to be done by scholars. 

IV. The Work of the Teachers. 

The Sunday-school teacher is the link be- 
tween pulpit and home, with advantages over 
both. His one hour of Bible instruction on 
the Sabbath will largely fail unless reinforced 
by the closest personal week-day relations. 
His pastoral work has a five-fold purpose : 
1. To learn the secret life of every member 
of his class, his personal habits, aptitudes, 
associations, tastes, etc. This is the key to 
his right instruction. 2. To know the home 
surroundings of the scholar, his social and 
religious helps and hindrances. This is the 
key to his successful management. 3. To 
win the scholar's affection. This comes slow- 
ly but surely to the teacher who loves the 
scholar for Christ's sake. 4. To urge Chris- 
tian decision upon every scholar personally 
until he has accepted and confessed Christ. 
Many are "not far from the Kingdom," and 
only need this tender, personal urging by the 
teacher. 5. To develop and train the Chris- 
tian character of the scholar. Conversion is 
an instant work, but the Christian graces are 
wrought out one by one under patient pas- 
toral care. For this most difficult work of 
the Sunday-school the single hour of Sab- 
bath contact is wholly inadequate. 



Teacher Training Lessons. 101 

SUNDAY SCHOOL STUDIES. 



Number Eighteen. 



The Scholar's Attendance. 

I. Hindrances. 

i. Failure by many to appreciate the value 
of regular and punctual attendance. 2. Lack 
of interest in the work of the school. 3. 
Irregular attendance of the officers and 
teachers. 4. Lack of a definite plan for se- 
curing and maintaining attendance. 

II. Securing Attendance. 

The attendance upon every well-ordered 
Sunday-school should consist of the children, 
the young people, and the adults, whether of 
the church or out of it. If any one of these 
elements is lacking, the school is in fault. 
1. To secure the attendance of children, it is 
only necessary to invite and to receive them 
kindly. 2. To secure the boys and girls, 
give them the best teachers of the school, — 
usually a man for boys, and a woman for 
girls, — and in every way possible recognize 
and honor them. 3. To secure attendance of 
young men and women, do not co-educate 
them. Put them in separate classes, and make 
the young people's societies persistent recruit- 
ing agents for securing their attendance. 4. 
To secure adults, urge them through the pul- 
pit, through repeated personal invitations from 
officers and teachers, and by solicitation from 
the scholars. 5. To secure the attendance of 
those outside the range of church member- 
ship, some plan of house-to-house visitation 
is needed. Repeated urgent and kindly invita- 
tion to these in their homes, and cordial treat- 
ment in the school, will in most cases secure 
and confirm their attendance. 

III. Maintaining Attendance. 

It is easier to secure than to hold the 
scholars. Maintaining attendance is the joint 
work of parents, officers, and teachers. 



102 The Legion of Honor 

Duty of Parents.— i. To realize the im- 
portance of children attending punctually and 
regularly. 2. To second the efforts of the 
school in securing this attendance. Parents 
who are punctilious as to the day school often 
hinder their children by Sabbath laxity. 3. 
To come with their children. 

Duty of Officers. — 1. To let every scholar 
know that his attendance is carefully noted 
and recorded. 2. To protect the school from 
the example of irregular teachers. 3. To speak 
to delinquent scholars personally upon the 
matter. 4. To set before the school proper 
incentives to punctual and regular attend- 
ance. 5. To look up every absent scholar 
persistently, visiting him if sick and reclaim- 
ing him if willfully absent. 

Duty of Teachers. — 1. To be present on 
time every Sunday. 2. To strive steadily to 
make it a point of honor with each member 
of the class to be present punctually every 
Sunday. 3. To allow no week to pass with- 
out looking up each absent scholar, continuing 
this until it is evident that the scholar cannot 
be reclaimed. 4. To write letters to each 
absent scholar when a visit is not practicable. 
The letter is often as effective as a visit. 
5. To impress the scholar with the convic- 
tion that his absence for a single Sunday is 
a serious matter. 

IV. A Definite Plan. 

I. Set a definite, reasonable standard of so 
many Sundays attendance in the quarter or 
year before the entire school. 2. Let the 
teachers and secretary jointly keep the indi- 
vidual records of all scholars. 3. Allow cred- 
its for sickness, for absence clearly unavoid- 
able, and for attendance on another school 
when away from home. 4. Issue certificates 
of merit quarterly to all who reach the re- 
quired standard. 5. Once a year, let the pas- 
tor, in the presence of the church, confer an- 
nual diplomas upon all faithful scholars and 
teachers, observing the day as one specially 
designed to honor faithfulness in the Sun- 
day-school. 



BLACKBOARD DRILLS, LESSONS 13 TO 15 



Drill 13. 


Review. 


I. Requisites. 


III. Methods. 


Inv. Prep. Brief. 
Simp. Ind. Schol. 


Catechetical, 4 points. 
Topical, 3 points. 
Memory, 3 points. 


II. Purpose. 


IV. Plans. 


As to Scholars, 4 points. 
As to Teachers, 4 points. 
As to School, 3 points. 


Class Review, 2 points. 
School Review, 4 points. 


V. Written Review. 


Name and define the 7 points. 



Drill 14. Principles of Teaching:. 

I. Adaptation. III. Gradation. 

Tea. Plan. Les. Adapt. Prepar. Concrete. 



Pupil Knowl. Cent. Truth. 



II. Co-operation. 
Sympa. Atten. 
Co-op. Employ. 
Adv. Work. 



Spirit. Thorough. 
Connection. 

IV. Illustration. 
Familiar. Easy. 
To Sight. Childlike. 
Scriptural. 



V. Repetition. 
Define the 5 points. 



Drill 15. 

I. Preparatory. 



Methods of Teaching:. 

III. Educative. 



The Teacher, 4 points. 
The Scholar, 4 points. 



Matter, 4 points. 
Manner, 4 duties. 



II. Disciplinary. IV. Evangelistic. 

The Teacher, 4 duties; Scholar's Conv., 4 points. 

The Scholar, 4 points. Scholar's Upbldg., 4 points. 

Define in order each point. 



BLACKBOARD DRILLS, LESSONS 16 TO 18 



Drill 16. 


Teacher's Meeting. 


I. Purpose. 




VIII. Program. 


5 duties. 




Time, 1 54 hours. 


II. Plan. 




Roll Call. 


5 points. 




Devotional. 


III. Time and Place. 


Business. 


2 points. 




Teacher-Training. 


IV. Membership 




Lesson Study — 


4 points. 




1. Links. 

2. Restatement. 


V. Leadership. 




3. Analysis. 


3 points. 




4. Illustration. 


VI. Equipment. 




5. Adaptation. 


7 points. 







Pastoral Work. 

III. Work of Officers. 

Parents, 4 points. 
Scholars, 5 points. 



Drill 17. 

I. Aims. 

Attendance. 

Co-operation. 

Friendship. 

II. Work of Church. IV. Work of Teachers. 
Duty, 4 points. The Life. The Home. 
Methods, 5 points. The Love. The Decision. 

The Development. 
Define each point. 



Drill 18. 

I. Hindrances. 
Failure. No Interest. 
Off. and Tea. No Plan. 



Scholar's Attendance. 

III. Maintaining Attendance 
Parents, 3 ways. 
Officers, 5 duties. 
Teachers, 5 duties. 



II. Securing Attendance. IV. Definite Plan. 
Child. Boys and Girls. Standard. Ind. Record. 

Young M. and W. Adults. Credits. Certif. Merit. 
Non-Church. Annual Diploma. 



Teacher Training Lessons. 103 

SUNDAY SCHOOL STUDIES. 



Number Nineteen. 



The Scholar's Home Study. 

I. Hindrances. 
I. The fact that teachers and parents are 
too little concerned about it, the teacher not 
expecting, the parent not requiring it. 2. 
The widely prevalent use of lesson helps dur- 
ing the recitation, which more than any other 
cause takes away the incentive to careful 
home preparation of both scholar and teacher. 

3. The lecture method of teaching, in which 
the teacher does all the thinking and talking, 
reducing the scholars to mere listeners. 4. 
The failure to assign definite advance work 
to the scholars as an incentive to home study. 
5. The lack of a definite plan of home study 
adapted to the several grades, under which 
the scholars will know just what they are ex- 
pected to study. 

II. Helps. 

By the Home. — 1. Follow the course of home 
lesson readings at family prayers, comment- 
ing and questioning on them. 2. Read the les- 
son over at least one time, at family prayers, 
towards the beginning of the week, and sug- 
gest the proper lines of study. 3. Take thirty 
minutes every Sunday afternoon with the 
family as a class, upon next Sunday's lesson. 

4. Set aside, as with the secular lessons of the 
children, a definite time for the study of the 
Sunday-school lesson, and endeavor to fix the 
habit in them. 5. Let the parents prepare the 
lesson themselves, and attend the school as 
members. 

By the Superintendent. — The superintend- 
ent can do more than all others toward secur- 
ing home study : 1. By questioning the school 
carefully upon the lesson a few moments near 
the opening of the session — provided the ques- 
tions are addressed to individual scholars. 
2, By teaching a class here and there, without 



104 The Legion of Honor 



previous notice, in order to ascertain who are 
the home students. 3. By giving out advance 
questions or work bearing upon next Sunday's 
lesson. 4. By reviewing the lesson every Sun- 
day, a close, persistent weekly review invaria- 
bly tending to better home study. 5. By quar- 
terly examinations of the school, conducted 
without prior notice, including the main points 
of a quarter's work. 

By the Teacher. — 1. Let him be sure of his 
own good preparation, remembering that like 
begets like. 2. Let him expect it of his schol- 
ars, and persistently urge it upon their con- 
sciences as a duty to God to study the lesson 
at home. 3. Let him spend the opening mo- 
ments of every lesson in questioning every 
scholar on the day's lesson, assuming that each 
is prepared. 4. Let him rigidly exclude from 
the recitation all lesson helps except the sim- 
ple lesson text. Do not permit even this to be 
opened until after the home study has been 
tested. 5. Let him take the scholars in their 
hemes, one by one, especially the dull ones 
and those without help of Christian parents, 
and show them as simply as possible what to 
study and how to study it. 

III. A Definite Plan. 

All the scholars must not be expected to 
make the same preparation. A definite plan 
includes: 1. A simple, easy standard within 
reach of every scholar, adapted to his age and 
ability. 2. A faithful record to be kept by the 
school of those who reach the standard. 3. 
The marking of every lesson of every scholar 
by the teachers in accordance with the agreed 
standard of home study. 4. The public recog- 
nition of all scholars who are faithful in this 
respect, as a reward of merit. 5. Whatever 
the plan, it will depend much upon whether 
the uniform or the graded lessons are used. 
In the latter some provision is made for home 
study. In the uniform lesson, the teacher 
must make his own plan. 



Teacher Training Lessons. 105 

SUNDAY SCHOOL STUDIES. 



Number Twenty. 



The Scholar's Giving. 

I. Its Importance. 

No feature of practical Sunday-school work 
is more important or more abused. Its im- 
portance is based upon the following reasons: 
I. Liberal giving is the product of Christian 
training. The stingy adults of the church are 
so because of defective home and Sunday- 
school teaching. 2. The habit of right giving, 
like every other good habit, is formed easiest 
and surest in childhood. The mere act of 
weekly giving, though the money is supplied 
to and not earned by the scholar, is efficient 
training. 3. To train to give systematically 
cultivates in the scholar the right estimate and 
use of money. 4. It develops the scholar's 
sense of loyalty and obligation to the school 
and the church. We value only what costs us 
something. 

II. Motives and Methods. 

I. Any motive is wrong which comes from 
mere rivalry of individuals or classes, such as 
"prize banners," etc. 2. The motive of per- 
sonal or school pride so often invoked recoils 
upon the school and the giver. 3. Honoring 
the class or individual giving the largest 
amount is neither wise nor Scriptural, al- 
though commonly practiced. 4. The kind of 
teaching that makes giving a duty rather than 
a high privilege is widely prevalent and hurt- 
ful. 5. The wise plan is to keep an individual 
account privately with every scholar and 
teacher, setting before the school a simple, 
reasonable standard of giving within reach of 
every scholar, which regards not how much, 
but how often each gives, and bestows the 
honors of the school upon all who attain the 
standard. This is practicable in any school. 



106 The Legion of Honor 



III. The Principles of Giving. 

Certain great Scriptural principles of giving 
should be so taught that every scholar will 
understand them: i. That we are stewards of 
God, and that our money and service are ab- 
solutely His, I Peter 4: 10. 2. That the obli- 
gation to give money to the Lord's service 
rests upon every one who has money, child or 
adult, I Cor. 16 : 2. 3. That it is more blessed 
for a Sunday-school to give than to receive 
— whether Christmas or other gifts, Acts 20: 
35. To observe this precept of Christ would 
revolutionize the costly and unchristian meth- 
ods of many Sunday-schools. 4. That we are 
to give "as God hath prospered us," not grudg- 
ingly, but as cheerful givers, I Cor. 16 : 2 ; II. 
Cor. 9 : 7. Train the child of the Christian 
Sunday-school to do at least as well as the 
Jewish child, who was taught to give one- 
tenth. 5. That we are to expect God's prom- 
ised blessings, temporally and spiritually, as 
the reward of liberal giving. Malachi 3 : 10. 
IV. The Objects of Giving. 

The Sunday-school scholars should be 
trained to give intelligently. Every scholar 
should know the ultimate destination of every 
penny he gives. 1. The chief object should be 
the preaching of the Gospel. A certain por- 
tion of the school's money should be paid to 
the pastor's salary and church expenses. 2. 
The support of the school should be only one, 
and not, as in many cases, the exclusive object 
of the Sunday-school collection. 3. The mis- 
sionary work and workers of the church should 
be made familiar to the scholars by letters, 
maps, pictures and papers. Nothing so much 
stirs the young heart. 4. The proper objects 
and methods of home charity should be taught 
in every Sunday-school. "Blessed is he that 
considereth the poor." 5. Finally, to train 
every scholar to give a stated amount every 
week, to give it intelligently as an act of wor- 
ship, and to ask God for His blessing upon it, 
should be the definite aim. 



Teacher Training Lessons. 107 

SUNDAY SCHOOL STUDIES. 



Number Twenty-one. 



Spiritual Culture. 

I. The Scholar's Conversion. 
This is the foundation of all spiritual cul- 
ture. I. The teacher, therefore, should know, 
and make his scholars to know, the true 
meaning of Scriptural conversion, — that it is 
not a mere intellectual assent to the truth of 
the Gospel, an easily-wrought sentimental ac- 
ceptance of Christ, or the strictest conformity 
to church rules and ordinances, but a personal, 
loving trust in Christ as a Savior from sin, 
accompanied by the regenerating work of the 
Holy Spirit. 2. The Sunday-school teacher 
ought to know if his scholars are thus con- 
verted, and if not, by persistent personal ap- 
peal, should endeavor to influence them, one 
by one, to a hearty and intelligent decision for 
Christ. 3. In testing the Christian lives of 
scholars, it needs to be remembered that the 
test is not whether a definite hour of conver- 
sion can be recalled, but whether the scholar 
now believes in and obeys Jesus Christ. 4. 
Many scholars, already Christian in faith and 
practice, are deterred from an open profession 
by being taught that the prolonged conviction 
and agonizing penitence of the adult "seeker" 
must be similarly experienced by themselves. 
If made to know the true nature of conver- 
sion, very many of them would gladly confess 
a Christ already loved and obeyed. 

II. Church Membership. 
I. Whenever the scholar gives evidence of 
true Christian faith, whatever his age, he 
should be urged to become a member of the 
church. 2. As far as he can understand, he 
should be first taught the doctrines and polity 
of the church he is to join, that he may intel- 
ligently subscribe to them. 3. He should be 
instructed carefully in the rules and require- 
ments of the church, that he may loyally ob- 
serve them. 4. He should be trained to con- 



108 The Legion of Honor 

tribute to the support of the gospel, and the 
missionary enterprises of the church. 

III. The Means of Grace. 
God has ordained certain means for the 
nourishment and growth of spiritual life, 
usually termed the "means of grace." As far 
as possible, the Sunday-school teacher should 
set these divinely appointed means before his 
scholars, and seek to fix in them the following 
habits : I. The habit of regular and systematic 
reading of the Scripture devotionally, and not 
for mere lesson study only. 2. The habit of 
regular attendance upon the services of the 
church, the stated preaching of the gospel, the 
prayer-meeting, the young people's meeting, 
etc. 3. The habit of secret daily prayer and 
meditation. The scholar should be taught the 
nature, conditions and benefits of prayer, and 
be trained to pray both in private and in pub- 
lic. 4. The habit of attendance upon the sac- 
rament of the Lord's Supper. 

IV. The Scholar's Personal Life. 
Spiritual culture, to be efficient, must include 
the secret life of the scholar. The teacher 
needs to know thoroughly and to keep con- 
stant watch over the following: 1. The home 
surroundings, so far as they tend to help or 
hinder the scholar's spiritual welfare. 2. The 
peculiar temptations that come to the scholar 
from his age, or his business and social envi- 
ronment. 3. The week-day associations that 
influence him for good or evil. 4. The books 
and papers that he reads. 5. The habits he is 
forming, or is likely to form. 

V. Christian Work. 
The organization of young people's socie- 
ties has helped to solve the problems of spir- 
itual culture. 1. Urge every scholar who is 
eligible to join one of these societies. 2. Let 
the church pastor devise work for him as a 
pastoral assistant. 3. Make him recruiting offi- 
cer for class and school. 4. Put him in train- 
ing, by definite courses of study, to serve as 
future officer or teacher cf the school. 



Teacher Training Lessons. 109 

SUNDAY SCHOOL STUDIES. 



Number Twenty-two. 



Child Study Principles. 

I. Scripturally. 

Concerning the child the Bible holds: 

1. That the child inherits an evil nature. 

2. That this nature must be transformed, 
not wholly by educational or religious cul- 
ture or constraint, but also by the action of the 
Holy Spirit, which we call "conversion." 

3. That the active, intelligent faith of the 
child must precede his conversion. 

4. That childhood is not in itself an en- 
tity, but the child must be taught and trained 
for the uses of manhood and womanhood. 

5. That childhood is the crucial religious 
period. 

II. Physiologically. 

1. The normal child develops uniformly, 
without radical and eruptive physical changes 
or crises. 

2. While it is wise in some ways to 
"know one's self," such introspective study 
along physical lines does not befit childhood. 

3. Even a little child should be trained to 
"behave," and to practice bodily self-control 
to the limit of his endurance. 

4. It is both necessary and scriptural at 
times to punish a child, as a certain kind of 
evil spirit goeth not forth by other modes of 
expulsion. 

5. Physical heredity does not bind the 
spirit of the child, however it may affect his 
body. God will give every child a fair chance 
religiously. 

III. Psychologically. 

1. A child exercises all his intellectual 
faculties from the first. He observes, re- 



110 The Legion of Honor 



members, imagines, compares, reasons, 
judges, thinks, even as a little child. 

2. The child learns chiefly by observing 
and remembering; hence the value of memory. 
He memorizes naturally more than he under- 
stands; hence the place of memorized Script- 
ure and catechism. 

3. The child learns spiritual truth intu- 
itively; hence scriptural doctrine, if taught 
by a capable teacher, is not too hard. 

4. The child should be taught both the 
evil and the good in the Bible and about him, 
but so far only as to enlighten and warn. 
The "suppression of the dark side" in Sun- 
day-school lessons is unscriptural. 

5. The purely emotional in the child should 
never become the subject of religious in- 
struction or appeal. 

IV. Educationally. 

1. The growing tendency to wholly se- 
clude the children during the Sunday-school 
session is without warrant educationally or 
scripturally. God's ideal school is the home, 
in which the younger receive instruction and 
inspiration by contact with the elder. 

2. While Bible story-telling is the natural 
method with children, the story should be 
given with exactness, as nearly as practicable 
in the language of the Bible. 

3. Childhood is literal, and is hindered 
rather than helped by symbol and figure. 
The simplest didactic teaching is best. 

4. The use of the objective in primary 
teaching is easily overdone, the child seizing 
upon the object and failing to grasp the in- 
tended spiritual truth.. 

5. Here are tested primary maxims: "Re- 
strain the childish imagination;" "Use mem- 
ory freely, with and without understanding;" 
"Appeal to judgment and reason from the 
first;" "Discourage self-consciousness;" ''Rec- 
ognize and invoke the presence and aid of the 
Holy Spirit." 



Teacher Training Lessons. Ill 

SUNDAY SCHOOL STUDIES. 



Number Twenty-three. 



Child Teaching. 

I. Preparation. 
Teaching children is not a pedagogic mys- 
tery, theorists to the contrary; nor must the 
art of teaching vary greatly with the chang- 
ing mind. Hence preparation to teach the 
child is substantially what it must be to teach 
the adult, and an adult class is delighted by a 
well-taught "primary lesson." 

1. The first element of this preparation 
is thoroughness, to the end that each step 
in the teacher's plan and every detail of the 
lesson may be at the tip of the teacher's 
tongue. 

2. The second is clearness in the mind 
and thought of the teacher, that the child 
may have no doubt as to what the teacher 
or the lesson means. 

3. The third is simplicity of language, 
that the child may receive the truth in his 
own tongue. 

4. The fourth is orderliness, the unfold- 
ing lesson keeping step and time with the 
Bible narrative. It is an educational error 
to say that the child mind has small regard 
for time and sequence. If this were true, 
the more need to train it into orderliness in 
the one plastic period of life. 

5. The fifth is exactness, to the end that 
the Bible original may be fairly dealt with, 
and that the teacher's looseness may not en- 
courage the child imagination to run riot. 

II. Attention. 
Attention is voluntary and involuntary. In- 
voluntary attention is spontaneous, and too 
much dependent upon the merely attractive in 
matter or manner, and therefore of less ac- 
count educationally. It is the natural state 



112 The Legion of Honor 

of the child mind to be "pleased with a rattle, 
tickled with a straw;" but wise teaching sub- 
jects nature to will and does not resort to 
mere teaching devices to secure attention. 
Let the teacher of children, therefore, 

1. Remember that involuntary attention be- 
longs rather to entertainment than to educa- 
tion, which centers in the learner's will more 
than in the teacher's skill. 

2. That as the earliest years are the most 
formative, the teacher of children should aim 
to secure voluntary, self -con strained attention 
in the beginnings of mental activity. 

3. That dullness is usually the product of 
teaching which depends for securing attention 
upon pedagogic tricks and devices. 

4. That a child of five years under right 
training may already be largely master of 
his powers of attention. 

5. That this self-directed attention should 
not be unduly exerted either in length of time 
or difficulty of subject-matter. A child can 
control his attention, but not with a man's 
endurance. 

III. Illustration. 
It is a fashion to say that the child learns 
more and better by eye than ear, as though 
this were not also true of an adult. If the 
child needs illustrative teaching more than the 
adult, it is not from a different constitution 
of mind, but from lack of mental exercise. 
There may be too much or too little illus- 
tration in child-teaching, hence the following 
principles need to be stated : 

1. Illustrate only when it is certain that 
illustration is needed. 

2. Be sure the illustration illustrates, and 
is not a mere "catchy" story or object. 

3. If the illustration is remembered and 
the thing to be illustrated be forgotten or not 
made plain, the teaching is failure. 



Teacher Training Lessons. 113 

4. Give the child credit for ability to under- 
stand simple didactic teaching without illus- 
tration. 

5. Do not waste time hunting for me- 
chanical and far-fetched "points of contact." 
Be your own point of contact. 

6. Remember that the child mind is literal 
and is not profited by figure and symbol. 

7. Remember that the child naturally 
craves stories as he does sweets, and that 
both are good for him but not in excess. 

IV. Memory. 

Because a child must learn many things 
in the first ten years of life, nature gives 
him power to memorize ; and memory, like 
attention and imagination, acts spontaneously 
though indiscriminately. The right use of 
memory in teaching children involves several 
rules : 

1. The straining of child memory in com- 
mitting lengthy passages is a too common 
abuse. 

2. The memorization of things wholly be- 
yond either the thought or language of the 
child is a graver abuse. 

3. The giving to children of "tiny texts" 
for fear an average Bible verse will not be 
retained or understood, is a work of super- 
erogation. 

4. Great care should be taken in selecting 
matter for child memorization. This applies 
to Bible, hymns and all else. 

5. Memory moves faster than reason in 
the child, hence children will memorize much 
more than for the time they understand. But 
the constant use of child memory without 
understanding is an evil. 

6. The memory of the child, though recep- 
tive and tenacious, needs training and drill 
systematically. 



114 The Legion of Honor 

V. Repetition. 
As Scriptural psychology puts it, there must 
be "line upon line, precept upon precept;" and 
as to the child specially, "here a little, there 
a little." 

1. The child needs repetition for the sake 
of remembering permanently. 

2. He needs repetition for the sake of 
understanding. Failure to learn often comes 
from the teacher's failure to repeat the truth 
over and over until the child comprehends. 

3. Every lesson should include one or more 
truths, put in few plain words, which every 
child in the class by repetition and explanation 
must learn. 

4. It is a mistake to suppose that children 
weary of repetition. On the contrary, the 
principle enters even into their chosen games. 

5. The child should be called on to repeat 
over and over in his own words what he has 
learned. Repetition by the teacher is a poor 
substitute for this most necessary act by the 
child. 



Teacher Training Lessons. 115 

SUNDAY-SCHOOL STUDIES. 



Number Twenty-four. 



Child Training. 

Training is teaching applied. One gives 
knowledge, the other forms character. Teach- 
ing sows the seed ; training cares for the grow- 
ing plant. The Sunday-school teacher of 
children should know and use the principles 
of training, and as far as practicable remedy 
the ignorance and neglect of the home. The 
Bible training fails in so far as it does not 
include body, mind and spirit of the child. 

I. The Physical. 

Let the Sunday-school teacher train: 

1. In ways of health, its value and care ; not 
by theory, but by insisting upon the observance 
of the laws of health. 

2. In cleanliness of person and neatness of 
dress. Every Sunday-school should have lava- 
tory and toilet for children. 

3. In right habits, as to sleep, food, exercise, 
and all that makes for a sound body and mind. 

4. In self-control and self-denial. A child 
may learn this lesson before it is six years old. 

5. In service and work, for the child's own 
sake and for others, that the arts of industry 
and the uprooting of selfishness may begin as 
near to the cradle as possible. 

II. The Mental. 

This should include the training of the child 
mind: 

1. In concentration of attention, observa- 
tion and thought, however small and crude the 
child-power may be. 

2. In investigation, on his own part, into 
the real facts and reasons of the case. Answer 
his questions and train to right questioning. 



116 The Legion of Honor 

3. In right ways of expression of the knowl- 
edge gained, to the end that the child may 
tell accurately what he learns. 

4. In insistent painstaking in all that he does, 
a habit not too hard for a beginner of three 
years to learn. 

5. In self-reliance, and the doing and think- 
ing for himself to the limit of his ability. 

III. The Social. 

Train the child socially : 

1. In the choice of right associates, on the 
basis of good morals and manners. 

2. In courtesy, especially to the old, the 
helpless, the dependent. 

3. In amusements, plays and games, that 
body and mind may gain and not lose by sea- 
sons of relaxation. 

4. In full and frank confidences with parent 
and teacher in all that affects the child life. 
Forestall the silly habit of "secrets." 

5. In life-long comradeship with the child, 
making him your true and fast friend. 

IV. The Moral. 

Moral training should include: 

1. An old-fashioned sense of honor, so 
that the child's word once given "on honor" 
should be an end of doubt or dispute. 

2. Prompt and hearty obedience, not with 
eye-service, but for conscience sake. 

3. Moral courage, to say "no" or "yes" 
unflinchingly, as the right may demand. A 
little training in physical courage also would 
free many children from fear of darkness 
and "goblins." 

4. Faithfulness in the doing of every duty, 
small or great. 

5. In charity, thinking no evil and speak- 
ing no evil. 

6. In temperance and purity of life and 
speech. The teaching of every temperance 
!esson should be followed by the "temper- 
ance pledge," that the Sunday-school may both 
.each and train. 



Teacher Training Lessons. 117 

V. The Religious. 

1. At the foundation of all American child- 
training should be reverence — for parents, 
home, the church, for law, the truth and God. 

2. Train children to keep holy the Sabbath, 
and to refrain from work or play. The 
Sabbath should not be left to the child's 
whims. 

3. Train to church attendance, however 
young the child, upon at least the morning 
Sabbath service, no matter if the child does 
not fully understand or would stay away. 

4. Train to study of the Bible lesson at 
home, and to a systematic knowledge of Bible 
stories and persons. 

5. Train to a habit of private prayer, its 
meaning, conditions and use. 

6. Train to give conscientiously and reg- 
ularly to the Church and its causes and to know 
something of their purpose. 

7. As early as possible, train the child to 
know and to accept Jesus Christ as his Saviour 
and Friend. 



118 The Legion of Honor 

SUNDAY SCHOOL STUDIES. 



Number Twenty-Five. 



The Child Life. 

Child life ranges from birth to about twelve 
years of age, though extended by recent psy- 
chology into the period of adolescence. It has 
four definite stages of development, each vary- 
ing from the others yet all constant and uni- 
form in certain elements. 

I. The Age of Imitation. 

Time: Birth to six years; Grade — Cradle 
Roll and Beginners. 

Characteristics. This is the kindergarten 
period in secular education, but the imprac- 
ticability of operating kindergarten methods 
and material in the Sunday-school has given 
significance to the Beginners' Course of two 
years lessons, now being widely adopted. It 
might be called the age of instinct, as the child, 
in common with the young of other ani- 
mals, is governed chiefly by instinct. Socially, 
it is the sexless period, and the time of self- 
unconsciousness, if the child is not spoiled by 
parent and teacher. It is the period of per- 
fect docility, if from the cradle upward there 
is firm and wise direction. It abounds in ac- 
tivity and restlessness and curiosity, and it 
insistently imitates. It is marked by a cre- 
dulity that becomes later the foundation of 
intelligent faith. It is the concrete age, and 
knowledge comes through the senses, though 
not exclusively so. It is the time of feeling 
and the heart rules. Religiously, the little 
child has innate sense of God, of right and 
wrong, and is taught by the Holy Spirit. 

The Teaching should aim at impression in 
objective ways. It is a time for training rather 
than for teaching, and to learn by doing. The 
points of contact pedagogically are the home 
life and the nature world. The teacher needs 
to drill over and over upon the simple con- 
crete truths that are fitted to Beginners. 



Teacher Training Lessons. 119 

II. The Age of Inquiry. 

Time: Six to nine years; Grade— the Pri- 
mary. 

Characteristics. This is the beginning of 
the social instinct. It is especially the age of 
inquiry, and the stage of feeling gives way 
to a keen hunger for facts. Credulity passes 
over into Christian faith. It is the beginning of 
reason and judgment, of sensitive conscience 
and the immanent Spirit. The real choice of 
religion is made at this time, though the public 
confession may come later. It is not an acci- 
dent that the Church has fixed upon the 
primary age as the crux in religion. 

The Teaching naturally takes the story 
method, but great care is needed in selecting 
and framing the story which is never for 
its own sake, however entertaining, but as a 
medium of truth. It is a child-parable, even 
as the parable of the sower is an adult par- 
able. The story telling should be followed up 
closely by questioning and repetition until it 
is clear that the story intended is the story 
received. Let the primary teacher accept these 
maxims: Satisfy questioning; Direct imagina- 
tion; Stimulate thought; Urge moral and 
spiritual ideals. 

III. The Age of Investigation. 

Time: Nine to twelve years; Grade — Junior. 

Characteristics. Just as the primary child 
asks "what?" in search of facts; the junior 
asks "why?" and "how?" in search of cause 
and effect. The Beginner gathers impressions, 
the Primary facts, the Junior reasons. Socially, 
the Junior reinforces himself, by the "gang," 
and the gregarious instinct dominates the indi- 
vidual. The boy or girl of this period is clannish, 
suspicious, assertive, inquisitive, often rude, 
self-willed and given to teasing. He is a hero- 
worshiper, with heroes of inferior quality; an 
optimist as to himself, an iconoclast as to others. 
It is a time of comradeship between him and 
parent and teacher. It is vitally the habit- 



120 The Legion of Honor 

forming age, and is, or ought to be, the time 
of open religious decision. 

The Teaching should appeal to the native 
heroism and optimism in ways of biography, 
the lives and deeds of great Bible and Church 
characters, especially the heorism of missions. 
Class organization profitably begins here, and 
teasing and rowdiness must be overcome 
through "the gang." Ask and provoke ques- 
tions. "Both hearing them and asking them 
questions" is a timely pedagogic method. 

IV. The Age of Independency. 

Time: Twelve to sixteen years; Grade — 
Intermediate. 

Characteristics. The passing of childhood 
into this stage of adolescence is well called 
the period of "storm and stress." It is a 
time of transformation, of morbid self-con- 
sciousness, of acute sensibility, of notable 
bodily, mental and spiritual changes. It 
is what Beecher called "the ugly age" 
though the true teacher is drawn, not repelled 
by it. Habit finally "sets." Ambition, chivalry, 
gallantry begin to point the way. Mentally 
and spiritually it is a time of interrogation 
and independency, and also a time of final 
self-dedication to God. Because of this final 
surrender to good or evil it becomes the tragic 
age to parent and teacher, and demands the 
gravest thought and most loving sympathy. 

The Teaching must be guided by a divine 
patience. The teacher must look beneath the 
crust of ugliness to the possible character of 
Christian manhood or womanhood and take 
courage. The teaching should appeal to 
ambition and reason, while the teacher's own 
life and faithful example should enforce and 
illustrate his teaching. Though yet boys 
and girls, their faces are turned toward the 
future, and the teacher is wise who deals 
with them as the men and women they aspire 
to be. 



BLACKBOARD DRILLS, LESSONS 19 TO 21 



Drill 19. Scholar's Home Study. 



I. Hindrances. 
Par. and Tea. Les. Helps. 
Lect. Meth. Adv. Work. 
Lack of Plan. 



II. Helps. 

Home, 5 points. 
Supt., 5 points. 
Teachers, 5 points. 



III. Definite Plan. 
A Standard. A Record. 
Les.Mark. Recognition. 
Graded Task. 



Drill 20. Scholar's Giving. 

I. Importance. III. Principles. 

A Product. A Habit. Stewards. Obligation. 

Use of Money. Loyalty. Blessing. Cheerfulness. 

Reward. 



II. Motives and Methods. 
Pride, 
Duty, 



Rivalry, 
Class Giv., 



Ind. Acct. 



IV. Objects. 
Preaching. S. S. Exp. 
Missions. Charity. 

Defi. Aim. 



Drill 21. 

I. Conversion. 
Script. Intell. 
Test. Hindrance. 



Scholar's Conversion. 

III. Means of Grace. 
Bible. Church. 
Prayer. Lord's Supper. 



II. Church Member 
Evidence. Doctrine. 
Rules. Support. 



IV. Personal Life. 
Home. Temptations. 
Associates. Books. 
Habits. 
Define each point. 



BLACKBOARD DRILLS, LESSONS 22 TO 25 



Drill 22. Child Study Principles. 

I. SCRIPTURALLY. III. PSYCHOLOGICALLY. 



Nature. Conversion. 

Faith. Tea. and Tra. 

Crucial. 

II. Physiologically. 
Uniform. Self-Knowl. 
Self-Cont. Punishment. 
Heredity. 



Faculties. Memory. 
Intuition. Evil and Good. 
Relig. Emotion. 

IV. Educationally. 

Seclusion. Story-telling. 

Didactic Tea. Object Tea. 

5 Maxims. 



Drill 23. Child Teaching. 

I. Preparation. III. Illustration. 

Thorough. Clearness. Need. Fit. Plain. Ability. 

Simpl. Order. Contact. Literal. Stories. 

Exactness. 



II. Attention. 
Involun. Self-Cont. 
Dullness. Right Tra. 
Child Limit. 



IV. Memory. 
Strain. Abuse. 
Tiny Texts. Selection. 
Understanding. Training. 



V. Repetition. 
Define 5 points. 



Drill 24. 


Child Training. 


I. Physical. 




III. Social. 


Define 5 points. 




Define 5 points. 


II. Mental. 




IV. Moral. 


Define 5 points. 




Define 6 points. 


V. 


Religion. 




Define 7 points. 





Drill 25. 


Child Life. 


I. Imitation. 


III. Investigation. 


Time and Grade. 
Charact., 7 points. 
Teaching, 3 points. 


Time and Grade. 
Character, 4 points. 
Teaching, 3 points. 


II. Inquiry. 


Independency. 


Time and Grade. 
Character, 4 points. 
Teaching, 3 points. 


Time and Grade. 
Character, 5^ points. 
Teach., 4 points. 



ONE HUNDRED TEST QUESTIONS 

Please note that these questions are intended 
only as a self-test by the student, and are not 
related to the written examination by which 
every student must finally be tested. The value 
of these Test Questions is in helping the student 
to examine himself and in depending more upon 
the understanding than the memory. 



Questions on Bible Studies. 

1. Into what classes are the books of both 

Testaments divided? 

2. Name in order the "doctrinal" books. 

The "major prophets." 

3. What books did Samuel write? 

4. Give dates of the five periods in which 

the Old Testament books appeared. 

5. What books contain the history of the 

Jewish kings? 

6. What was the extent of Old Testament 

lands ? 

7. Where was Goshen? Damascus? Tyre? 

Babylon ? 

8. Name in order the five periods of Old 

Testament history. 

9. Who were the good kings of Judah? 

10. To what period did Joshua belong? Na- 

than? Jonah? 

11. State some Jewish laws of property. 

12. Name in order the five kinds of sacrifice. 

13. What were the necessary qualifications of 

the priests? 

14. Describe the Jewish Tabernacle. 

15. What system of education had the Jews? 

16. Name and define the three most ancient 

Jewish sects. 

17. Name at least two characteristics of Jew- 

ish prophecy. 

18. Name the three great Jewish Feasts and 

the meaning of each. 

19. Name three great special prophecies that 

have been fulfilled. 

20. What does the Old Testament teach as to 

the origin of evil? 

21. Describe the two most noted versions of 

the Old Testament. 

22. What were the three divisions of the 

Jewish canon? 

121 



23. By whom was the Old Testament canon 

confirmed ? 

24. State three great claims for the Bible. 

25. What are the three strongest proofs of 

its credibility? 

26. Name the eight writers of the New Tes- 

tament. 

27. In what language was the New Testa- 

ment written? Why? 

28. Give in their order the four names of 

the Holy Land. 

29. Locate and give peculiarities of its four 

provinces. 

30. Name the five mountains on which Jeru- 

salem stood. 

31. Name its famous buildings in Christ's 

time. 

32. Describe the modern city of Jerusalem. 

33. What was the model of the Temple? 

When built? When destroyed? 

34. Name the four Temple courts in order. 

35. Describe the daily Temple services. 

36. Locate the mountains associated with the 

ministry of Jesus. 

37. Name in order and locate the "homes of 

Jesus." 

38. Name in order the five periods of his life. 

39. On what day was the Triumphal Entry? 

The Crucifixion? 

40. Give any three of the "Seven Words from 

the Cross." 

41. Give in order the five appearances of 

Christ on resurrection day. 

42. State any two doctrines of Christ re- 

lating to sin. 

43. By what standard shall men be judged? 

Give proof text. 

44. Name the characteristics of Christ's 

teachings. 

45. At what age was Paul converted and in 

what cities did he preach? 

46. What is the central thought in the epistle 

to the Romans? To the Hebrews? 

47. Name in order the five periods of early 

church history. 

48. What was the chief event of the Jerusa- 

lem Council? 

49. Why was Christianity persecuted? 

50. How is the genuineness of our New Tes- 

tament Scriptures confirmed? 



Questions on S. S. Principles and Methods. 

51. Give a definition of the Sunday School. 

52. In what ways are the Sunday School and 

home related? 

53. What is the pastor's relation to the Sun- 

day School? 

54. Name and define the necessary officers of 

the school. 

55. On what basis should a school be graded? 

56. What records should be kept by a Sunday 

School ? 

57. What is the most important department 

of Sunday School work? 

58. What is the chief qualification of the 

Sunday School teacher? Why? 

59. Why should adult church members at- 

tend the Sunday School? 

60. Name two ways of securing home study. 

61. What is the right standard of Sunday 

School giving? 

62. Name several common hindrances to good 

order in the Sunday School. 

63. What are the three divisions of the Sun- 

day School program? 

64. What is the best plan for the weekly 

offering? 

65. What does a Sunday School teacher need 

educationally? 

66. How should the scholars' attention be 

secured ? 

67. What is the most common error in teach- 

ing? 

68. What is the best method in teaching? 

69. What is the best method of a review? 

70. Give three purposes of the teachers' meet- 

ing. 

71. What are the qualifications of a primary 

teacher ? 

72. What is said of the nature of child con- 

version ? 

73. How far must heredity be taken into 

account? 

74. State several points as to the use and 

abuse of memory. 

75. Give in order, briefly, the varying char- 

acteristics of child life from the Cradle 
Roll upward. 

76. Who should choose a Sunday School Su- 

perintendent? 

IS 



77. What qualifications should a Superin- 

tendent possess? 

78. Name five things he should do for his 

school. 

79. What relations has the Pastor to the 

officers and teachers? 

80. What should the Pastor do as to teaching? 

81. Name some indispensable articles of Sun- 

day School equipment. 

82. State three things the Officers should do 

to secure good Sunday School manage- 
ment. 

83. What are some of the pastoral relations 

of the Sunday School teacher? 

84. How are Sunday School scholars hindered 

in regular attendance? 

85. What should teachers do to secure regu- 

lar attendance? 

86. What should be done to secure the non- 

church people? 

87. What method of teaching discourages 

study by scholars? 

88. How can a teacher secure home study? 

89. Where, when and how is the habit of 

Christian giving formed? 

90. To what objects should Sunday School 

money be given? 

91. What is the true test of a scholar's con- 

version ? 

92. What should scholars be taught as to 

church membership? 

93. What forms of work are there for young 

converts ? 

94. Name in order the steps a teacher should 

take in the teaching of a lesson? 

95. How should a teacher prepare himself 

for teaching? 

96. What is said of books and papers in the 

class ? 

97. To what habits should Sunday School 

scholars be trained? 

98. Name some benefits that come from the 

Cradle Roll. 

99. State briefly the plan of operating the 

Home Department. 
100. Why should children of primary grades 
be united with the main school each 
session of the school? 



124 



HELPS FOR 
SUPPLEMENTAL STUDY 



For any students of the ' ' Legion of 
Honor Training Course" who desire 
to study its lessons more fully and 
comprehensively, the following books, 
few and inexpensive and reliable, are 
suggested, in the order of their use- 
fulness to the student, the first in the 
list being the most serviceable: 

1. Smith's Abridged "Bible Dic- 

tionary' » $1 .00 

2. Lawrance's "How to Conduct 

a Sunday School" 1.25 

3. Murray's "From One to Twen- 

ty-One" 25 

4. Hamill's "The Sunday School 

Teacher" 50 

These books, at the prices quoted, 
which include postage, can be secured 
from any publisher of religious litera- 
ture, from any denominational pub- 
lishing house, or from 

THE W. B. JACOBS COMPANY 

802 Hartford Building 
CHICAGO, - - - ILLINOIS 



THE LOYAL S. S. ARMY PLAN 

IS A SIMPLE, SENSIBLE AND WORKABLE PLAN 

It has been adopted by hundreds of schools, in 
35 States, and is highly recommended by those 
who have used it as the most simple, satisfactory 
and inexpensive Plan for securing 

Regular and Punctual Attendance. 
Home Study of the S. S. Lesson. 
Regular Offerings for the Lord's Work. 

LOYAL S. S. ARMY SUPPLIES 

Descriptive Leaflet sent for the asking. 

Send 5 cents for samples, including Certificates, Annual 

Diploma and Class-Book. 

The Improved Class Book, for S. S. Teachers, 
5 cents each; 50 cents per dozen. 

Collection Envelopes, cloth lined, 4 cents 
each; 40 cents per dozen, postpaid. 

The Improved Pocket Record, for Superinten- 
dents. Red Leather cover. Price, 75 cents. 

Quarterly Certificate of Merit, 50 cents per 100. 

Annual Diploma of Merit, 5 cents each; 50 
cents per dozen. 

Loyal Army Roll of Honor, 10 cents each, 
with seal attached for two years' faithful- 
ness, and space for additional seals up to 20 
years. Seals (different for each year) 2 
cents each. 

Vacation Certificates for Loyal Army Schools, 
per 100, 50 cents. 

Practical Workings of the Loyal S. S. Army 
Plan, 2 cents each; 20 cents per dozen; $1.00 
per 100. 

The Loyal Soldier's Hand-Book. $1.00 per 100. 

Loyal Army Silver Badges, for 
three years' faithfulness, 40 
cents each. 

Loyal Army Gold Badges, for 
five years' faithfulness, $2.00 
each. 

Loyal Army Gold Badges, en- 
ameled in colors, for 10 years' 
faithfulness, $2.50 each. 




Suggestive "Honor Day" Program. 



SUNDAY, , 7:30 P. M. 

(Hints.— Seat the Graduates on the platform. 
Invite all local Pastors and Superintendents to sit 
with them. Use flowers, a large cross of the 
"Legion of Honor" as decorations. Have the best 
•ingers. Begin as late as 8:80 or 9:00 p. m., if that 
will allow other Churches to participate.) 

PROGRAM 



1. Hymn— "Onward, Christian Soldiers" 

2. Prayer, . . . . -. . By Pastor 

3. Introduction— "The Aim op Teacher 

Training Work," By Class Leader 

4. The Class Record— Giving the 

History of the Class. Its Hin- 
drances and Encouragements, 

By the Class Secretary 

5. Hymn— 1 ' Stand Up, Stand Up 

for Jesus" 

6. "A Plea for Better Teaching," 

. . By Member of Class 

7. Presentation of Diplomas, — By 

Local Pastor or Superintend- 
ent. 

8. Brief Address— 4 ' Sunday School 

Opportunities" 

By Visiting or Home Speaker 

0. Announcement (or Enrollment) 
of New Class. 

10. Hymn— "Blest be the Tie that Binds" 

Benediction, 



HINTS TO STUDENTS. 



Organize a class of pledged young people 
to take the Course during the S. S. hour. 

Organize a class in your school or from 
several schools of officers and teachers. 

Secure help of pastor, superintendent, and 
teachers if possible. 

If others fail and disappoint you, begin 
yourself with few or many. 

Choose the best leader you can get. Any 
faithful Christian man or woman who will 
study and work will do. 

If a class cannot be organized, study the 
lessons individually. 

Take one year to complete the Course, one 
lesson a week. 

Meet weekly for one hour; spend forty 
minutes of it in faithful drill on the lesson. 

Hold your meetings faithfully, and do not 
suspend for the sake of other meetings. Stick 
to it. 

Use strict class discipline and methods. 
Make your meetings orderly and earnest. 

Remember that completion of the Course 
entitles you to your Denominational, also your 
S. S. Association Diploma. 

Put an outline of every lesson on a black- 
board from memory, point by point, and drill 
from the outline. 

Be able to re-state the substance of every 
lesson in your own words. Don't play at 
training work. 

If others get tired and quit, push on the 
harder. The real saints persevere. 

Hold extempore trial examinations regu- 
larly and faithfully; you need the test. 

The matter of a fee for membership, exam- 
ination, or graduation, is left to your Denom- 
ination or your S. S. Association. If any, it 
will be small. 

Send name and address as individual stu- 
dent, or names of class, without delay, to the 
Superintendent of Teacher-Training of your 
Denomination and your S. S. Association. 



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